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The research aims to assess the self-perceived digital competence of teachers during critical educational transitions, focusing on gender differences.

March 10, 2026Education and Information Technologies0 citationsOpen Access

Bridging digital transitions: Teacher digital competence across primary and secondary education

ABAndrea Bueno Baquero JGJosé Antonio González-Calero JOJavier del Olmo-Muñoz

Key Points

The research aims to assess the self-perceived digital competence of teachers during critical educational transitions, focusing on gender differences.
Analyzed self-reported Teacher Digital Competence from Spanish educators.
Utilized a validated assessment tool adapted from the DigCompEdu framework.
Surveyed 3828 teachers in primary and secondary education.
Conducted statistical analysis to identify differences based on teaching level and gender.
Male primary teachers exhibited higher digital competence than females.
Gender differences decreased in secondary education, with females reporting higher competence than primary counterparts.
No significant differences among male secondary educators in digital competence.
Males outperformed females across all six areas of digital competence.

Abstract

As education evolves alongside technologies such as artificial intelligence, a solid foundation in teachers’ digital competence becomes essential, especially during transitions between educational levels. This study investigates the self-perceived Teacher Digital Competence (TDC) of Spanish educators in the last year of primary education and the first year of secondary education, focusing on differences by teaching level and gender. Using a validated TDC assessment tool adapted from the DigCompEdu framework, responses from 3828 teachers were statistically analyzed. Results showed a significant interaction between teaching level and gender: male primary school teachers outperformed females, while gender differences were smaller in secondary education. Female secondary educators reported higher TDC than their primary counterparts, with no significant differences among men. Gender differences favoring males appeared across all six areas of digital competence (DC). These findings highlight the need for targeted professional development, particularly for female primary teachers, to support smooth student transitions between educational stages.

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