Digital Competences in the Iberian Context: An Evidence Study

Main Article Content

Cassio Santos
Neuza Pedro
João Mattar
Silvia Carrascal

Abstract

Introduction. Information and Communication Technologies (ICT) are essential to understand the recent economic, social, political and cultural transformations, with the State having an important role in providing appropriate and satisfactory access to the needs of modern society for all people without distinction of social class or level of education. Methodology. The literature indicates that Spain has a prominent position concerning digital competence in Europe. This article aims to deepen this evidence in the Iberian Peninsula, by taking in consideration several factors: (a) Digital Economy & Society Index (DESI) data; (b) the volume of scientific production on digital competence; (c) projects catalogued in DigComp into action; and (d) structures and actions to support digital competences, through quantitative and qualitative methodological approaches. Results. Portugal has shown in recent years investment in the digitization process, but very close to the average of the Member-States, occupying the 15th position in the DESI. In contrast, Spain occupies the 7th position in DESI and the 13th  in GDP per capita, with Spain presenting more favourable data about the other factors studied. Discussion. Several public policies and actions implemented by Spain certainly contribute to the country's result, which can be easily identified in the scientific production parameters and the DigComp into Action analysis.  It was identified that Portugal was at the forefront in developing reference frameworks and certification of digital competences (2008); however, with a significant gap in implementing programs aimed at digital competences, the opposite movement was identified in Spain. Conclusion. The continuity of actions and programs may have been a promoter of the other evidence found, such as the most significant number of projects mapped in DigComp Into Action, having the 13th GDP per capita of the Member-States and being positioned in the 7th position of DESI.

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How to Cite
Santos, Cassio, Neuza Pedro, João Mattar, and Silvia Carrascal. 2023. “Digital Competences in the Iberian Context: An Evidence Study”. Vivat Academia. Journal of Communication 156 (July):40-65. https://doi.org/10.15178/va.2023.156.e1476.
Section
Media Literacy: Digital Skills in Communication
Author Biographies

Cassio Santos, Universiade de Lisboa

PhD and Master's in Education, specializing in Information and Communication Technology in Education from the University of Lisbon, Institute of Education. Adjunct Professor at the University of Lisbon, Institute of Education. Member of GPTED (Grupo de Pesquisa em Tecnologias Educacionais). External Evaluator for the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES).

Orcid ID: http://orcid.org/0000-0002-1402-2978
Google Scholar: https://scholar.google.com/citations?user=gwDNLAsAAAAJ&hl=pt-PT&oi=ao
ResearchGate: https://www.researchgate.net/profile/Cassio-Santos-2

Neuza Pedro, Universiade de Lisboa

PhD in ICT in Education. Lecturer in the areas of ICT in Education and Initial and Continuous Teacher Training. Member of the Scientific and Pedagogical Council for Continuous Teacher Training (CCPFC) of the Ministry of Education. Coordinator of the PhD program in Education, specializing in Information and Communication Technology in Education, and the Master's program in Education and Digital Technologies at the University of Lisbon. External Evaluator for the European Research Executive Agency and to the Portuguese Agency for Assessment and Accreditation of Higher Education (A3ES).

Orcid ID: https://orcid.org/0000-0001-9571-8602
Google Scholar:  https://scholar.google.com/citations?user=s5SBipQAAAAJ&hl=pt-PT&oi=sra
ResearchGate: https://www.researchgate.net/profile/Neuza-Pedro

João Mattar, Pontifícia Universidad Católica de San Paulo (PUC-SP). Universidad Santo Amaro. Unisa

PhD in Literature (University of São Paulo) and postdoctoral researcher at Stanford University. Professor and Researcher in the areas of Educational Technology, Distance Education, and Research Methods. Director of International Affairs at the Brazilian Association of Distance Education (ABED). Professor at the Pontifical Catholic University of São Paulo (PUC-SP) and the Santo Amaro University (Unisa), Brazil.

Orcid ID: https://orcid.org/0000-0001-6265-6150
Google Scholar:  https://scholar.google.com/citations?hl=pt-PT&user=4PJYPs8AAAAJ

Silvia Carrascal, Universidad Complutense de Madrid

Expert in Educational Policies and Academic Innovation in Teaching and Learning through active methodologies, personal and professional development of teachers, and management of higher education policies in universities and educational institutions. Professional experience in different leadership positions in education: Director of Research and Postgraduate Studies at the Faculty of Education and Teacher Training, Academic Director of the Doctoral Program in Education, Project Director for academic management of postgraduate and educational transformation: organizational culture change, talent management, teacher training and identity, and design of methodologies and resources for teaching and learning. Currently, she is the Director of the Executive Education program at the School of Government of the Complutense University (MDDSteam - Executive Development Master for Women in STEAM), professor and researcher at the Faculty of Education and Teacher Training Center (UCM), and Director of the Journal of Learning Styles.

Orcid ID: https://orcid.org/0000-0002-4950-669X

Google Scholar:  https://scholar.google.com/citations?user=Jrm8TlsAAAAJ&hl=pt-PT&oi=ao

ResearchGate: https://www.researchgate.net/profile/Silvia-Dominguez-4

Funding data

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