Analysing the Relationship Between Teachers’ Digital Technology Integration Profiles and Perceived Digital Competence: Exploring the Quality of Technology Integration in Basic Vocational Education

Abstract

This study analyses the relationship between the self-perceived quality of teachers’ digital technology integration and perceived teachers’ digital competence (TDC) in basic Vocational Education and Training (VET) based on the Interactive, Constructive, Active and Passive (ICAP) model of active learning. To address this objective, ICAP-based activities catego-risation and theory-based teacher profiling were conducted, followed by descriptive analyses and variance analysis within the Basque Autonomous Community. The results show that teachers tend to use Passive digital activities more frequently. Furthermore, three distinct teacher profiles were identified: Low users, Traditional users and Innovative users. Variance analysis revealed that Low users, who rarely engage in integrating digital technologies, tend to perceive lower TDC compa-red to Traditional and Innovative users. This study provides valuable knowledge for VET by examining how the ICAP model can be used to conceptually frame and reflect on the quality of technology integration in teaching and learning processes. Additionally, it offers policymakers a comprehensive understanding of the self-reported situation of technology integration quality in VET.