La formación de competencias en inclusión digital en los grados de Educación Infantil y Primaria de las universidades españolas: una necesidad aún por cubrir

As a result of the changes that the dramatic spread of digital technologies have brought about in the educational system, Faculties of Education have been forced to incorporate new content related to digital literacy skills for teachers and digital inclusion into their curricula. The aim of this study was to analyse to how far digital inclusion is addressed in the teaching guides of Early Childhood and Primary Education degrees at Spanish universities. For this purpose, a documentary analysis methodology was used, referencing the COMDID model on digital literacy skills for teachers. The results obtained show that, despite the importance that universities place on training in digital inclusion, many curricula do not include a systematic and sequential work on these skills. This means that not all university students receive the necessary knowledge that will enable them to teach in an inclusive and innovative way. As a main conclusion, the development of digital literacy skills for teachers and digital inclusion should be explicitly included on the curricula of Early Childhood and Primary Education Degrees.