The main goal of this research is to explore whether there are any differences by gender regarding the Digital Competence of Teachers (DCT), both in-training and in-service. Simultaneously, the specific goals of the research are to analyse which are the methodologies, including technological, that are being implemented in university classrooms and to evaluate possible new interventions to reduce the digital gender gap. This study is exploratory and descriptive. It relies upon three instruments that have been validated by experts: a questionnaire to collect teachers’ in-training perception, a second questionnaire to show in-service teachers’ perception regarding their knowledge of technologies, and a rubric to analyse in-service teachers’ self-perception regarding methodologies that employ technology. Over three academic years, data were collected from a sample of 914 trainee teachers and 194 professors from several Spanish universities. The results show that, concerning the teaching task, compared to men, the female participants have a very poor self-perception in terms of their Digital Teaching Competence, as well as a lower predisposition towards technologies. We conclude by emphasising the need to transform teaching methodologies in initial teacher education by means of the correct inclusion of ICT tools.

This study is based on the need to work on the digital literacy of our Infant Education degree, Primary Education degree and Master in Secondary Education students so that, as future teachers, they are able to make the necessary transition from ICTs (Information and Communication Technologies) to LKTs (Learning and Knowledge Technologies) Through a mixed methodology, knowledge and perceptions of basic technological concepts and tools of our trainee teachers are identified. The instrument used has been a Likert scale questionnaire, adapted and validated by experts from the participating universities. Its internal consistency demonstrates its worth and functionality for the proposed analysis (α = 0.958). The first results show a clear lack of knowledge of certain technological concepts essential for their future teaching work and, in turn, show significant differences regarding the knowledge of ICTs according to the age of the participants.

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master’s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

This article analyzes, on the one hand, the perception of future teachers (n = 162) on the degree of acquisition of the Digital Teaching Competition (CCD) in the teachers’ formative contexts. On the other hand, this article analyzes future teachers’ social representations about the potential contribution of educational technologies, in particular the massive open online courses (MOOCs), to comply with the Sustainable Development Goals (SDGs). A questionnaire validated by three Spanish universities is applied, and a quantitative analysis of the data is used. The results obtained inform the educational need to transfer the progress and generalization of information and communication technologies (ICT) for education for sustainable development in teacher training curricula.

Previous research has established the lack of motivation by primary education students vis-à-vis the acquisition of the necessary key competencies compulsory in the Spanish school curriculum and this is closely linked to poor academic performance on the part of the aforesaid students. Based on this current educational reality, we present a quantitative study regarding the perception of students after the implementation of a new gamified experience in the classroom such that it integrates, for the first time and jointly, the benefits of gamification (Deterding et al., 2011a; Deterding & Zagal, 2018) with interdisciplinary methodologies (Candel, 2018; Cruz-Pichardo & Cabero-Almenara, 2020; Flores-Aguilar, 2019) and technology-enhanced transmedia narratives (Scolari 2018a, 2018b; Jenkins, 2003; Scolari 2018a, 2018b). This integrative and innovative proposal was implemented in a primary school in Valencia (Spain) between October 2019 and February 2020. The research is designed based on survey-type studies, employing an experimental cross-sectional quantitative methodology with pretest and posttest, in addition to experimental and control groups. Regarding the cross-sectional approach, descriptive analyses (means and standard deviation) have been conducted, together with histograms of each of the items in the questionnaire, as well as the Student's t test and an analysis of variance, which is of significant value when working with independent samples from a normal distribution, as in our case. The instrument utilised in the present study confirms the existence of a high and adequate internal consistency (Alpha = .873). The results obtained, as presented herein, confirm that the incorporation of the gamified proposals in primary school classes, unprecedentedly intertwined with the benefits provided by interdisciplinary work and transmedia narratives, notably improves the students' training process and their motivation, while also contributing to the better acquisition of compulsory curricular contents and enhanced academic performance.

Previous research has shown the consolidation of the digital divide as an object of study over the last two decades. The pandemic caused by COVID-19 has multiplied the consequences of digital exclusion, as well as the number of studies examining its effects in the educational field. Based on this current educational reality, we approach a proposal that examines in depth the existing literature on the digital divide in the educational context by using the systematic review as a research methodology. We present an analysis of relevant studies published in the last three years with the aim of answering the following questions: How did the digital divide affected e-learning and ICT implementation during the pandemic? ; what methods were used to assess it? ; and what are the proposals to counteract its presence?. The results obtained in our study confirm the use of systematic reviewing which synthesize and accumulate the results of different primary studies. These results also serve to identify research gaps that point, in our case, towards future lines of work on the causes, persistence and interventions to mitigate the expansion of the digital divide in today's educational landscape.