Teachers´ digital competence in basic vocational education training in the Basque Autonomous Community: the impact of personal and context-related factors

Abstract

Teachers’ digital competence (TDC) is affected by personal and context-related factors. Although widely examined across educational levels, research on vocational education training (VET) remains scarce. This study aims to analyse the perceived level of TDC among basic VET teachers in the Basque Autonomous Community and to identify the main personal and contextual predictors influencing it. A quantitative study was conducted with 180 basic VET teachers. The results indicate that the perceived level of TDC among basic VET teachers is comparable to that reported in other educational contexts. Furthermore, in two dimensions of TDC the frequency of use of digital technology for teaching and learning processes was the most significant predictor, assessment-related factors and infrastructure showed a negative association with one dimension of TDC. These findings contribute to a better understanding of digital competence in VET and provide evidence to inform educational policy and teacher training programmes.