¿Qué tipo de centros de FP tienen mayor capacidad digital? Un estudio de NCA y QCA

Abstract

VET institutions are involved in a rapid process of digital transformation, but despite the investments, expected changes have not been achieved. Thus, this study identifies the necessary and sufficient conditions for a high digital capacity of schools. For this, NCA and QCA were conducted from 21 basic VET institutions, analysing data from SELFIE, INCOTIC 2.0 and COMDID A. Considering students' digital competence (SDC) perception, teachers’ digital competence (TDC) perception, infrastructure, digital plan and leadership as conditions for a high digital capacity of school, the results revealed that a high level of TDC and digital plan level are necessary for a full degree or digital capacity. According to sufficient conditions, infrastructure is essential for successful digital implementation in schools, but SDC or TDC are also crucial to ensure effective technology use. As a conclusion, the article provides valuable insights into VET institutions' digitalisation to benefit their digital transformation processes.

VET institutions are involved in a rapid process of digital transformation, but despite the investments, expected changes have not been achieved. Thus, this study identifies the necessary and sufficient conditions for a high digital capacity of schools. For this, NCA and QCA were conducted from 21 basic VET institutions, analysing data from SELFIE, INCOTIC 2.0 and COMDID A. Considering students' digital competence (SDC) perception, teachers’ digital competence (TDC) perception, infrastructure, digital plan and leadership as conditions for a high digital capacity of school, the results revealed that a high level of TDC and digital plan level are necessary for a full degree or digital capacity. According to sufficient conditions, infrastructure is essential for successful digital implementation in schools, but SDC or TDC are also crucial to ensure effective technology use. As a conclusion, the article provides valuable insights into VET institutions' digitalisation to benefit their digital transformation processes.

La primera autora agradece el apoyo proporcionado por la Facultad de Humanidades y Ciencias de la Educación de Mondragon Unibertsitatea [HUHEZI202302]. La primera y la tercera autoras agradecen la financiación otorgada por el Gobierno Vasco [IKERHEZI IT1664-22]. La segunda autora agradece el apoyo proporcionado por la Ayuda RYC2019-028398-I, financiada por MCIN/AEI/ 10.13039/501100011033 y FSE «El FSE invierte en tu futuro».