Addressing digital competence gaps in vocational education and training: evidence from a Spanish case study

Abstract

Purpose – To investigate how VET teachers in post-compulsory education integrate digital technologies into teaching, collaboration and assessment and to identify strategies for addressing digital competence gaps using the DigCompEdu/SELFIE for TEACHERS framework. Design/methodology/approach – A qualitative case study in a Spanish Vocational Education and Training (VET) centre. An online open-ended questionnaire collected accounts from 25 teachers representing five professional families. Grounded-theory coding in ATLAS.ti generated 105 initial codes (meaning units), which were then mapped to the DigCompEdu areas to identify themes and actionable areas for improvement. Findings – Teachers report a solid baseline of integration centred on the learning management systems, collaborative platforms and sector-specific software aligned with occupational standards. Assessment routines exist, but self- and peer-assessment are inconsistent without explicit scaffolding. VR/AI attract strong interest yet remain marginal in practice. Mapping to DigCompEdu shows strengths in Areas 1–3 and clear needs in Areas 4 and 6. Research limitations/implications – This single-centre study, grounded in teachers’ detailed accounts, offers in-depth insight rarely captured in VET research, enhancing transferability and providing a solid foundation for future multi-site and mixed-methods studies. Practical implications – Professional development aligned with DigCompEdu; stronger assessment literacy; investment in simulated/VR spaces and industry–centre partnerships for tool access and mentoring. Social implications – Strengthening teachers’ digital competence supports equitable access to future-relevant skills, enhancing employability and mobility through digital and green transitions. Originality/value – The study provides evidence grounded in teachers’ practice in post-compulsory VET, applying DigCompEdu in classroom settings and linking the results to policy and leadership actions. In doing so, it contributes to the Special Issue’s aim of foregrounding rigorous VET research and challenges its under-representation by placing teachers’ voices at the centre. © 2025 Emerald Publishing Limited

Keywords

Author Keywords

vocational education and training digital competence Spain Post-compulsory education DigCompEdu framework SELFIE for TEACHERS tool

Index Keywords

Author Affiliations

Department of Developmental and Educational Psychology, Universidad Autónoma de Madrid, Madrid, Madrid, Spain

Department of Ingeniería Mecánica y de Organización Industrial, Universidad Carlos III de Madrid, Getafe, Madrid, Spain

Funding & Acknowledgements

No funding information

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Addressing digital competence gaps in vocational education and training: evidence from a Spanish case study

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