Digital and Mediation Competence for Students’ Safe Use of the Internet: Enhancing Teacher Training

Teachers need digital skills to optimise the educational benefits of the Internet and mediate its risks. This study investigates digital and mediation competencies among teachers, focusing on their preparation for guiding students in the safe use of the Internet. Using a descriptive, cross-sectional survey design, data were collected from 550 Spanish teachers across various educational settings and levels. The findings reveal that while nearly half of the teachers received some online safety training, the average training duration was relatively low. Notably, differences emerged based on school type and educational stage, with secondary school and special education teachers receiving more training. Teachers generally reported moderate to high digital competence, though those with greater teaching experience perceived themselves as less digitally competent. Additionally, teachers felt only moderately prepared to mediate risks. Special education teachers expressed a higher perceived competence in addressing certain risks than their counterparts in regular education. These findings underscore the need for enhanced, context-specific training in digital safety and mediation skills across educational contexts, addressing both technical aspects and broader digital safety competencies. The study concludes by recommending ongoing, accessible training, particularly for experienced teachers, to align with evolving digital challenges in education.