Competence of future teachers in the digital security area

Technology and Internet use poses digital security problems and risks. This article presents the results of a study evaluating the digital competence of preservice teachers within the DigCompEdu European framework. A group of 317 undergraduates from Spain and Portugal completed a 59-item questionnaire validated by experts to assess the level and predominant competence profile in initial training (including knowledge, uses and interactions, and attitudinal patterns). The results show that 47% of the participants fit the profile of teachers at medium-level digital risk; that is, they engage in habitual practices that involve risks such as sharing information and digital content inappropriately, not using strong passwords, and ignoring concepts such as digital identity, digital “footprint,” and digital reputation. The average values obtained for each item in the seven categories show that preservice teachers have medium-level competence in digital security. These individuals have good attitudes toward security but less knowledge and fewer skills and practices for safe, responsible Internet use. The study proposes future lines of research to respond to the demand for a better-prepared, more digitally competent citizenry. The demand for education in security, privacy, and digital identity is becoming increasingly important, and these elements form an essential part of initial training.