“…These findings are similar to those obtained in other studies such as Sur, Ünal, and Iseries [31], where the inter-relationship between the need for digital training and its benefits for teaching is corroborated, or the analysis of Roig-Vila, Mengual-Andrés, Sterrantino, and Quinto [1], where the absence of difficulties for future teachers in the manipulative use of technologies for educational purposes is noted. This work is contrary to the results obtained in the research of Guillén-Gámez, Lugones, and Mayorga-Fernández [32], which concludes that future teachers of foreign languages, in this case, reach a medium-low level in digital teaching skills. Similar conclusions were reached in the study by Gudmundsdottir and Hatlevik [33], who identified low ICT training in a sample of 356 newly graduated Norwegian teachers.…”