Connecting digital and social competences in a flexible and adaptive framework for VET teachers
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| Published in: | Revista Iberoamericana de Educación a Distancia vol. 28, no. 1 (2025), p. 323 |
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Universidad Nacional de Educacion a Distancia (UNED)
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| 001 | 3158179122 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 1138-2783 | ||
| 022 | |a 1390-3306 | ||
| 024 | 7 | |a 10.5944/ried.28.1.41470 |2 doi | |
| 035 | |a 3158179122 | ||
| 045 | 2 | |b d20250601 |b d20251130 | |
| 084 | |a 178136 |2 nlm | ||
| 100 | 1 | |a Hernández-Serrano, María José |u Universidad de Salamanca, USAL (Spain) | |
| 245 | 1 | |a Connecting digital and social competences in a flexible and adaptive framework for VET teachers | |
| 260 | |b Universidad Nacional de Educacion a Distancia (UNED) |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a La Formación Profesional (FP) demanda conocimientos especializados y aplicados al puesto de trabajo, que requieren que sus docentes estén formados en competencias diversas y actualizadas a los cambios digitales. A partir del análisis comparado de los marcos de competencias digitales docentes, generales y específicas de FP, se propone un nuevo marco combinando las competencias digitales y sociales, en el contexto de una investigación fundamentada en un proyecto europeo. Con base en dicho marco se genera un curso de formación flexible y adaptativo en el que participan 171 docentes de FP de España. Se analizan los niveles pre y post de conocimiento y aplicación de las 8 áreas de competencias (5 digitales y 3 socioprofesionales para la digitalidad), junto a la valoración de la utilidad y tiempo empleado en el curso. Los resultados indican que en las competencias sociales se incrementaron los conocimientos (Inteligencia colaborativa y Creatividad) y la mayor aplicación se vinculó a competencias de Evaluación digital, Enseñanza Digital y Trabajo con talentos ocultos. La percepción de utilidad fue elevada en todas las competencias, con brechas en función de la edad de los docentes participantes. La discusión en línea con otros trabajos lleva a enfatizar la flexibilidad y la escalabilidad en marcos de competencias de alfabetización digital. Se concluye con la necesidad de integrar las competencias sociales con las digitales y generar marcos más flexibles que permitan una formación adaptada a las necesidades socioprofesionales diversas de esta etapa. Vocational Education and Training (VET) demands specialized and workplace-applied skills, which require teachers to be trained in a variety of competences that are up to date with digital changes. Based on the comparative analysis of general and specific VET digital competence frameworks for teachers, a new framework combining digital and social competences is proposed in the context of a need-based research from a European project. Based on the framework a flexible and adaptive training course involving 171 VET teachers from Spain is generated. The pre and post levels of knowledge and application of the 8 competences areas (5 digital and 3 socio-professional competences for digitality) are analyzed, together with the evaluation of the usefulness and time spent on the course. The results indicate that in social competences, knowledge increased (Collaborative intelligence and Creativity) and the greatest application was linked to Digital assessment, Digital teaching and Working with hidden talents. The perception of usefulness was high in all competences, with gaps depending on the age of the participating teachers. The discussion in line with other studies leads to emphasize flexibility and scalability in digital literacy competency frameworks. The conclusion is that there is a need to integrate social and digital competences and to create more flexible frameworks that allow for training adapted to the diverse socio-professional needs of this level of education. | |
| 610 | 4 | |a United Nations Educational Scientific & Cultural Organization | |
| 651 | 4 | |a Spain | |
| 653 | |a Teaching | ||
| 653 | |a Teachers | ||
| 653 | |a Labor market | ||
| 653 | |a COVID-19 | ||
| 653 | |a Knowledge | ||
| 653 | |a Vocational education | ||
| 653 | |a Digital literacy | ||
| 653 | |a Comparative analysis | ||
| 653 | |a Minimum Competency Testing | ||
| 653 | |a Teacher Competency Testing | ||
| 653 | |a Competence | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Minimum Competencies | ||
| 653 | |a Job Skills | ||
| 653 | |a Reference Materials | ||
| 653 | |a Workplace Learning | ||
| 653 | |a Knowledge Level | ||
| 653 | |a Comparative Education | ||
| 653 | |a Educational Demand | ||
| 653 | |a Professional Education | ||
| 653 | |a Specialization | ||
| 700 | 1 | |a Morales-Romo, Noelia |u Universidad de Salamanca, USAL (Spain) | |
| 700 | 1 | |a Rivas, Victor Gago |u University of Liverpool (United Kingdom) | |
| 700 | 1 | |a Garcia-Gutiérrez, Carmen |u Universidad de León, Unileón (Spain) | |
| 773 | 0 | |t Revista Iberoamericana de Educación a Distancia |g vol. 28, no. 1 (2025), p. 323 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3158179122/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3158179122/fulltext/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3158179122/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |