Constant teacher training and up-dating is fundamental to provide quality teaching and learning. Digital competences are among the skills that teachers must acquire in order to improve the teaching and learning processes. The aim of the present study was to review the scientific production of the last five years regarding teacher digital competence (TDC). To this end, the preferred reporting items for systematic reviews and meta-analyses methodology was used, performing research in two relevant databases: Scopus and Web of Science. A total of 19 articles that met the pre-established criteria were ultimately selected and analyzed. The thorough analysis of the documents was conducted with ATLAS.ti software. To analyze the co-occurrence of keywords, VOSviewer was employed. The main results show that scientific production is increasing, and studies are mostly focused on exploring the level of TDC, which is usually low. The samples of the studies are mainly composed of secondary education teachers. This review concludes by highlighting the need to develop training programs for the improvement of TDC and to carry out further studies in this research line.

Artificial intelligence (AI) is influencing various sectors of society, including the educational field. The use of AI can have great potential in education, however, it is necessary to know both its performance and its limitations. The main objective of this study is to analyze the prompts made by teachers in initial training in relation to the topic of specific educational support needs, classifying them according to Bloom's Taxonomy. For this, 63 students from the first year of the Primary Education Degree in the subject Information and Communication Technology applied to Education participated. The results show that the highest frequency of prompts made by students correspond to the highest levels of Bloom's taxonomy (apply and create), which suggests that students are capable of using the knowledge acquired in the subject to create new learning situations with their future students. This confirms that the implementation of this methodology is beneficial for the development of cognitive and pedagogical skills of future teachers.

Desde que la Organización Mundial de la Salud elevó la situación de emergencia de salud pública ocasionada por el COVID-19 a pandemia internacional, la rapidez en la evolución de los hechos, a escala nacional e internacional, ha requerido la adopción de medidas inmediatas y eficaces para hacer frente a esta coyuntura. En este contexto, han surgido iniciativas y soluciones desde la solidaridad y la innovación, con el objetivo de paliar la escasez de material sanitario y de equipos de protección individual. La impresión 3D ha sido una alternativa tecnológica usada con éxito para darle una respuesta rápida y efectiva a la necesidad de fabricar material sanitario y de protección para los profesionales. A nivel educativo, la irrupción de la tecnología de impresión 3D presenta el reto de conocer cómo estos medios tecnológicos pueden dar soporte a actividades de enseñanza-aprendizaje, utilizados como vía para adquirir conocimiento y desarrollar capacidades organizativas y de creación, así como el de la cultura “maker”, en la que se potencia que los individuos creen artefactos adaptados a sus necesidades o mejoren los ya existentes, utilizando la tecnología. Como docentes debemos educar para cooperar, inculcar valores…, dando ejemplo a nuestros estudiantes, futuros docentes en formación inicial. Diseño e impresión en 3d de 8656 protectores de pantallas faciales con implicación de docentes universitarios en un grupo makers durante dos meses, se utilizaron programas de diseño como Tinkercad, Blender (Windows 10), OpenScad, FreeCad, entre otros; y aproximadamente 80 impresoras, trabajando por el bien común, la cooperación, la justicia social, la equidad y la solidaridad conseguiremos una sociedad mejor para todos.

El creciente uso de las tecnologías de la información y la comunicación (TIC) ha permitido avances en las intervenciones dirigidas a personas con discapacidad. Este estudio tiene como objetivo revisar la literatura científica publicada entre 2012 y 2022 (los últimos diez años) sobre el uso de tecnologías educativas como herramientas para mejorar la calidad de vida de las personas con discapacidad. Se siguió la metodología PRISMA y se realizaron búsquedas en las bases de datos Scopus y Web of Science (WoS), obteniéndose una muestra final de 21 estudios. El riesgo de sesgo se evaluó mediante la herramienta ROBIS y se llevó a cabo un análisis de coocurrencia de palabras clave con el software VOSviewer. Los principales hallazgos indican un cuerpo creciente de literatura científica sobre este tema, centrado principalmente en habilidades relacionadas con la lectura y la escritura. La mayoría de las personas participantes en los estudios presentaban discapacidad intelectual o trastorno del espectro autista. En conclusión, cabe señalar que la producción científica en este ámbito sigue siendo relativamente limitada, lo que pone de manifiesto la necesidad de continuar investigando. La integración de las TIC en la vida cotidiana, tanto en el proceso de enseñanza-aprendizaje como en las actividades diarias, ofrece nuevas oportunidades para las personas con discapacidad.

It is important that higher education institutions equip future school leaders with a holistic view of teachers' digital competence. This qualitative study explores the conceptual understanding of teacher digital competence among future school leaders in Spain, comparing their perspectives with the DigCompEdu framework. A total of 41 students enrolled in a master's programme in school management participated, responding to a single open question about the use of technology in teaching practice. Data were analysed using content analysis, comparing the responses with the 22 competences of the DigCompEdu framework. The findings reveal limitations in their understanding of the full scope of teacher digital competence. While participants acknowledged basic uses of technology in teaching, learning and professional engagement, they demonstrated conceptual gaps in areas such as developing students' digital competence, empowering learners and effective digital assessment. These findings highlight the need for a holistic approach to teacher digital competence in leadership training to ensure that future school leaders are prepared for digital and pedagogical leadership. In practice, this means that school leadership training programmes should be reviewed to ensure that they cover all dimensions of teacher digital competence, thereby preparing future leaders to effectively implement and support the integration of technology in their schools.

Background: This systematic review addresses the growing need to understand how teachers’ digital competence influences educational quality in Early Childhood and Primary Education, especially in contexts affected by unequal opportunities for effective technology integration. Objective: The study aimed to examine recent research on teachers’ technological profiles and the teacher digital divide, identifying the digital competence dimensions most frequently addressed and the main forms of inequality reported in the literature. Results: Following the PRISMA approach, a structured search was conducted in Scopus and Web of Science for journal articles published between 2021 and 2025. After screening and eligibility assessment, 24 studies focused on teachers in Early Childhood and Primary Education were selected for detailed analysis. The findings indicate a clear increase in scientific output during the reviewed period, a predominance of quantitative research designs, and a strong concentration of publications in Europe, particularly in Spain. The literature mainly examines teachers’ technological profiles through digital pedagogy, the use and creation of digital resources, and broader digital competence frameworks. The review also shows that the most significant inequalities relate to training and pedagogical use, while access to technology appears less frequently as the main barrier. Conclusions: These findings suggest that improving digital education in early educational settings requires stronger initial and continuing teacher training, greater institutional support, and a more pedagogically meaningful integration of digital technologies.