Do Motivation, Creative Self-Efficacy and Life Satisfaction Influence the Digital Competence of Social Education Degree Students?

Abstract

In a digitalised society, developing digital skills has become a priority objective in the training of future social educators. This study aims to analyse the level of digital competence (DC) of undergraduate students of Social Education and to identify predictors between different academic and psycho-emotional variables. A purposive sample of 151 students from four academic years was used. The results indicate that the students present a medium-low level in the areas and indicators of the CD. They are more proficient in basic tasks, especially those associated with the area of technological literacy, but they show difficulties in the dimensions and indicators covering complex activities such as the application of critical thinking to make informed decisions. They also reveal that there are differences according to academic year, with third-year students showing the best digital skills. Life satisfaction, creative self-efficacy and intrinsic goal orientation are also found to be predictors of DC. Given these findings, it is necessary to rethink curricula in order to offer updated training adapted to the particular digital needs of each student, also considering other academic and psycho-emotional factors that interfere in their development.