This study examines the relation between K-12 teachers’ trust in artificial intelligence (TAI), their knowledge of AI (KAI), and their digital competence (DC). It further examines the relation between TAI and age, sex, teaching experience and International Standard Classification of Education (ISCED) levels. The study employed a comprehensive and validated instrument and used a sample of 211 primary and secondary school teachers. The results show that there is a significant positive relation between all three variables and that KAI is a robust and substantial predictor of TAI. In the absence of KAI, the significant relation between DC and TAI ceases to exist. In addition, teachers with different levels of DC do not show significant differences in their attitudes towards AI. Results further show that TAI is independent of age, sex, teaching experience and ISCED level in this sample of teachers. The study contributes valuable insights into the complex interplay between teachers’ TAI, their KAI, and their DC, providing practical implications for policy, teacher preparation and professional development in the rapidly evolving landscape of AI integration in education.

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.