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<p>In recent years, secondary school students’ learning of digital competence has become more important, as it enables them to function in a digital society. The aim of this article is to analyse the influence of a set of predictors on the digital competence of Spanish students. It used quantitative ex-post-facto study based on secondary analysis of the ICILS 2023 database. A hierarchical model was used, taking into account two data aggregation levels (Level 1: Student and Level 2: School). The sample comprised 11,737 Spanish students from year 2 of Compulsory Secondary Education (aged 13 and 14&#xa0;years; 51.5% boys; 48.5% girls). The results showed significant differences in digital competence by gender, favouring girls. Attitude towards ICT, self-efficacy in the use of ICT, digital literacy and specialised use of ICT applications were significant predictors of student performance in digital competence. Significant differences were found according to the socio-economic context of the school. The predictors included in the definitive model allow more than 23% of the differences between the students and 52% of the differences between schools to be explained. These results suggest a need to implement activities relating to responsible use of ICT in schools, carry out workshops on digital literacy and design training proposals based on the Digital Competence for Educators Framework.</p>

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ICILS 2023: Predictors Associated with Digital Competence Performance of Spanish Students in Secondary Education

  • 期刊论文

  • 发表日期：

    2026年1月22日

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  • Pablo Javier Ortega-Rodríguez

摘要

In recent years, secondary school students’ learning of digital competence has become more important, as it enables them to function in a digital society. The aim of this article is to analyse the influence of a set of predictors on the digital competence of Spanish students. It used quantitative ex-post-facto study based on secondary analysis of the ICILS 2023 database. A hierarchical model was used, taking into account two data aggregation levels (Level 1: Student and Level 2: School). The sample comprised 11,737 Spanish students from year 2 of Compulsory Secondary Education (aged 13 and 14 years; 51.5% boys; 48.5% girls). The results showed significant differences in digital competence by gender, favouring girls. Attitude towards ICT, self-efficacy in the use of ICT, digital literacy and specialised use of ICT applications were significant predictors of student performance in digital competence. Significant differences were found according to the socio-economic context of the school. The predictors included in the definitive model allow more than 23% of the differences between the students and 52% of the differences between schools to be explained. These results suggest a need to implement activities relating to responsible use of ICT in schools, carry out workshops on digital literacy and design training proposals based on the Digital Competence for Educators Framework.