Digital Competence and Computational Thinking of Student Teachers

Francesc M. Esteve-Mon, M. Ángeles Llopis, Jordi Adell-Segura


Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.


digital competence; computational thinking; teacher training; evaluation

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Copyright (c) 2020 Francesc M. Esteve-Mon, M. Ángeles Llopis, Jordi Adell-Segura

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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