Education in the 21st century requires students to develop essential digital skills such as privacy protection and digital security, communication and collaboration in digital contexts, digital culture, and digital citizenship, including evaluation and digital content creation. However, the integration of these digital competencies in Education-related degrees syllabi is very limited, which may lead to insufficient training of future teachers to face the challenges of the 21st century. This study analyzes the integration of digital competencies in the curricula of UNEMI's Education degree program, employing a process based on Large Language Models (LLMs). By processing a large volume of textual data from the syllabi, LLM allows to accurately identify the degree to which digital competencies defined by DIGCOMP are addressed. Our results reveal significant variability between subjects, evidencing the necessity to strengthen the inclusion of these skills in the curriculum to ensure that future teachers are prepared for the challenges of digital education.