Competencia digital docente en la enseñanza del inglés: un análisis comparativo en función de la edad del profesorado en Castilla-La Mancha, España. Diferencias entre nativos e inmigrantes digitales

Víctor Gil-López, María Begoña Ruiz Cordero

Resumen


El estudio tiene como objetivos evaluar la competencia digital del profesorado de inglés según su edad (inmigrantes y nativos digitales), analizar la relación entre edad, género y etapa educativa, y medir su nivel de competencia digital en Castilla-La Mancha, España, tras la implementación del Plan de Digitalización Educativa. Se distribuyó un cuestionario a 139 profesores de inglés de Primaria y Secundaria, de los cuales 64 eran inmigrantes digitales y 75 nativos digitales. Los resultados muestran una mejoría en la competencia digital de ambos grupos, sin diferencias significativas en la mayoría de los ítems del cuestionario. La competencia digital se caracteriza por una mayor fluidez y comodidad en el uso de recursos digitales. La alfabetización digital no depende solo de diferencias generacionales, sino también de factores como el uso de la tecnología, la experiencia personal, el género y los niveles educativos.

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DOI: http://dx.doi.org/10.54988/cv.2026.1.1674

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