Teachers’ digital competence is essential in contemporary education due to the growing role of technology in society, schools, and classrooms. This study examines teachers’ digital competence in the context of the Iberian Peninsula, covering 170,603 in-service teachers in Spain (Andalusia) and Portugal. Its main objective is to analyze the differences in teachers’ digital competence between these two countries and explore the factors that could influence this competence. The study methodology is based on a large sample of teachers who completed the validated DigCompEdu Check-In. Descriptive, contrast and inferential statistical techniques were used to analyze the data. The results indicate that, in general, Portuguese teachers showed a slightly higher level of digital competence compared to their Spanish counterparts in all competence areas assessed. The competence area “Facilitating Learner's Digital Competence” obtained lower scores in both countries, which stresses the need to improve teachers’ ability to foster the digital competences of their students in digital safety, critical literacy or problem solving. Results further show that gender, age, educational level and teaching experience are significant factors in explaining teachers’ digital competence. This study underscores the importance of implementing personalized training programs adapted to the individual needs and characteristics of teachers. Furthermore, the study emphasizes the significance of fostering collaboration among teachers, promoting spaces and opportunities for the exchange of knowledge, experiences, and best practices. This collaboration not only helps bridge the gap in digital competence among educators but also drives updated and relevant education in the digital age.

STEM—science, technology, engineering, and mathematics—and STEM literacy have emerged as one (of many) concerted efforts aiming to provide the different competences required for future generations to adapt to an evolving world. Despite lacking a comprehensive framework for STEM, this concept has been studied under different perspectives, one of which is the digital competences of teachers. This study focuses on the digital competence and proficiency of 20,935 teachers, distributed across the following subjects: mathematics and natural sciences, physics and chemistry, biology and geology, and mathematics. It uses DigCompEdu as a conceptual framework to describe teachers’ use of digital technologies to teach STEM subjects. The results show that biology and geology teachers achieved significantly higher digital proficiency scores when compared to teachers from the other three subjects. Physics and chemistry teachers also scores significantly higher than mathematics and natural sciences teachers. The results show the existence of significant positive correlations among all competence areas for the four STEM subjects. In conclusion, Portuguese teachers presented different levels of digital competence and perceived themselves as differently prepared for integrating digital technologies. A potential implication of this study is the need for teacher education about digital competences and a focus on producing teachers capable of dealing with STEM in their future classroom teaching and learning.

Background: Cancer-related cognitive impairment is a common and potentially debilitating symptom experienced by patients with non-central nervous system (CNS) cancers, with negative impact on their quality of life. The Functional Assessment of Cancer Therapy-Cognitive Function-Version 3 (FACT-Cog-v3) is the most extensively used instrument specifically developed to evaluate cognitive complaints in adult cancer patients. Nevertheless, this self-report measure is not yet validated for the Portuguese population. Therefore, the purpose of this study was to evaluate the psychometric properties of the FACT-Cog-v3 among patients with non-CNS cancers in Portugal. Methods: The validation study was conducted based on a convenience sample of 281 patients with non-CNS cancers, aged between 18 and 65 years, recruited online. A confirmatory factor analysis (CFA) was used to test the factor structure of the Portuguese FACT-Cog-v3 version; internal consistency analysis was also conducted. The European Organization for Research and Treatment of Cancer Quality of Life Questionnaire Core-30 (EORTC QLQ-C30–version 3) and the Hospital Anxiety and Depression Scale (HADS) were also used to test the concurrent, convergent, and discriminant validity of the scale. Results: CFA supported a four-factor model with good fix indexes and internal consistencies: perceived cognitive impairments (α = 0.97), comments from others (α = 0.92), perceived cognitive abilities (α = 0.93), and impact on quality of life (α = 0.92). Concurrent, convergent, and discriminant validities were confirmed. Moderate and strong correlations were found between the FACT-Cog-v3 subscales and the QLQ-C30 cognitive functioning subscale. Good convergent validity, with moderate correlations, was found between the FACT-Cog-v3 subscales and the HADS-A, HADS-D, and QLQ-C30 fatigue, sleep disturbance, and global health status subscales. Acceptable discriminant validity, with weak and moderate correlations, was demonstrated between the FACT-Cog-v3 subscales and the QLQ-C30 pain and nausea/vomiting subscales. Conclusions: The Portuguese FACT-Cog-v3 version can be considered a reliable and valid measure to assess cognitive concerns of patients with non-CNS cancers, with relevance for research and clinical practice.

A third version of the Copenhagen Psychosocial Questionnaire (COPSOQ III) was developed internationally aiming to respond to new trends in working conditions, theoretical concepts, and international experience. This article aims to present the preliminary validation studies for the Portuguese middle version of COPSOQ III. This is an exploratory cross-sectional study viewing the cross-cultural adaption of COPSOQ III to Portugal, ensuring the contents and face validity and performing field-testing in order to reduce the number of items and to obtain insight into the data structure, through classic test theory and item response theory approaches. The qualitative study encompassed 29 participants and the quantitative one 659 participants from municipalities and healthcare settings. Content analysis suggested that minor re-wording could improve the face validity of items, while a reduced version, with 85 items, shows psychometric stability, achieving good internal consistency in all subscales. The COPSOQ III Portuguese middle version proved to be a valid preliminary version for future validation studies with various populations, able to be used in correlational studies with other dimensions.