Digital Competence in the Master’s Degree in Training for Teachers: The Influence of Academic and Emotional Factors on Its Development

Digital Competence (DC) is relevant among approaches aimed at educational innovation in the digital society. This work analyses the DC level of students of the Master’s Degree in Training for Teachers in a University of the Basque Country, and identifies the socio-academic and emotional factors that determine their development. A total of 137 students (56.93% women) completed an online questionnaire that collected the following information: sociodemographic characteristics, DC, motivation, creative self-efficacy and life satisfaction. The results revealed that the students present a basic-intermediate level of DC. They have appropriate knowledge about available digital platforms and systems and their general use, although notable lacks dealing with tasks that include the creation of content to energise exercises or solve problems. Gender was not a determining factor for DC, in contrast with the branch of knowledge: those specialised in natural sciences or technology show greater digital skills. Furthermore, creative self-efficacy and motivation were shown to be predictive factors of their DC level. In conclusion, training plans must be redefined to offer future teachers personalised and progressive training in DC. To achieve this, any educational intervention must consider the needs of students in each degree programme, as well as the various academic and emotional factors that influence learning.