Digital teaching competences for autism spectrum disorder (ASD). Validation of a questionnaire using the K coefficient to select experts

Purpose The use of ICT has emerged as a decisive tool to promote autonomy, participation, and educational inclusion for students with autism spectrum disorder (ASD). However, there remains a shortage of validated instruments to rigorously assess the digital competence level of teachers in this context. This study presents the design and validation process of a questionnaire aimed at measuring the training and knowledge of secondary education teachers in applying ICT to support students with ASD. Design/methodology/approach The expert judgment method was used, applying the expert competence coefficient (K) as the selection criterion. Instrument reliability was estimated using Cronbach's Alpha and McDonald's Omega. Findings Results show that the instrument demonstrates high validity and reliability, enabling the identification of key subdimensions for diagnosing teaching competencies. This tool represents a significant advancement in designing inclusive training plans and addresses the urgent need to enhance teacher preparedness in contexts of diversity and educational equity. Its application may also serve as a foundation for future research and interventions aimed at strengthening digital inclusion in secondary education. Originality/value The originality of this article lies in the creation and validation of a specific instrument to assess secondary teachers' digital competences for supporting students with ASD. Unlike prior studies that mainly relied on teachers' self-perceptions, this work applies a rigorous methodology by using the expert competence coefficient (K) for expert selection, along with Cronbach's Alpha and McDonald's Omega to ensure reliability. This dual approach guarantees both methodological rigor and content validity. The study fills an important research gap by offering a standardised, reliable, and innovative tool to guide inclusive digital education and improve teacher preparedness.