“…The digital competence of teachers and students is not a new subject, and has been addressed from different conceptual frameworks, such as the DigComEdu model (Cabero-Almenara & Palacios-Rodríguez, 2020 ; Ghomi, & Redecker, 2019 ), the PEAT (Pedagogical, ethical, attitudinal and technical) dimensions developed by DICTE ( 2019 ), TPACK (Technological Pedagogical Content Knowledge) (Miguel-Revilla et al, 2020 ). These competencies have been measured with self-perception instruments, such as those designed by the following authors, self-perception instruments created by the authors themselves (Gutiérrez-Castillo et al, 2017 ; Cabero-Almenara, et al, 2020 ; Guillen-Gamez et al, 2021 ), or others of a similar nature such as those developed by Cerdá et al, ( 2022 ). Likewise, this construct has been analyzed from the predictors that affect its acquisition, such as differences as a function of gender (Basantes-Andrade et al, 2020 ), the student’s age (Lucas et al, 2021 ), differences between teachers and students (Guillén-Gámez & Mayorga-Fernández, 2020 ), its relationship with social class (Cabero-Almenara & Ruiz-Palmero, 2018 ) or the area where the education center is located (Lebedeva, 2021 ).…”