Artistic, Digital, and Pedagogical Competence in Language Teacher Education: Generating Educational Videos and Innovative Teaching Practices

This study analyses the development of digital and artistic competence among pre-service language teachers within the framework of a teaching innovation project (2018–2024) at the University of Oviedo. It not only explores student teachers’ perceptions of the proposal’s pedagogical usefulness but also seeks to determine whether statistically significant differences exist between participating master and undergraduate students. The research adopts a mixed-methods approach: the qualitative component is based on the European DigCompEdu framework, while the quantitative component employed an ad hoc questionnaire analysed using SPSS (v.22), including descriptive analysis, Levene’s test to assess equality of variances and Student’s t-test to identify potential significant differences according to the master–undergraduate variable. The results indicate, on the one hand, that this initiative successfully strengthens five of the six areas defined in the European framework, and on the other, that there is an overall high level of satisfaction, reflected in the high scores obtained in the competences examined in this study: artistic, digital and pedagogical. These findings underscore the value of integrating innovative, video-based strategies into teacher education programmes to support the development of key competences required for 21st-century teaching.