Digital competencies in the <scp>EFL</scp> classroom: What is (or isn't) part of the curriculum for pre‐service primary <scp>EFL</scp> teachers at Spanish universities?

Abstract The digital age has revolutionized many aspects of citizens' everyday lives, including educational systems, as Information and Communication Technologies (ICT) have been integrated into the curriculum at all educational levels. In the case of English as a foreign language (EFL), many studies support that ICTs contribute positively to the development of linguistic competence and foreign language acquisition. However, there is less literature regarding EFL and digital competencies in reference to training for pre‐service primary teachers. This study analyzes ICT and digital content in the curriculum for EFL in Primary Teaching Degrees across 39 Spanish public universities. The objective was to identify which competencies in the DigCompEdu framework are part of the course syllabi to support EFL teaching and learning. This research follows a document analysis method to identify what is (or isn't) being done at Higher Education Institutions regarding EFL primary pre‐service teacher training. The main findings shed light on the degree to which Spanish university curriculums are coherent with 21st century digital competencies, and the need to redesign curricula to foster meaningful EFL acquisition with the support and benefits derived from the inclusion of new technologies in the curriculum.