DigComp Child has completed its diagnostic phase, carrying out workshops and consultations to gather evidence that will inform the development of a digital competence curriculum for students aged 12 to 16.
This work has enabled us to bring together the perspectives of students, families, teachers and experts to refine an educational proposal that is practical, realistic and applicable across different school settings.
More than 220 students from four secondary schools in Castilla y León took part in the face-to-face workshops, representing as diverse a range of backgrounds and profiles as possible.
In addition, 49 families and 83 teachers contributed their perspectives through online surveys covering students’ digital habits and competences, teachers’ needs and the support provided to adolescents at home.
The findings show that, beyond their ability to use technology, students continue to face significant challenges, particularly in relation to critical thinking, emotional management and decision-making when confronted with pressure or risk in digital environments. Teachers also highlight the need for sufficient time, practical training, ready-to-use materials and clear protocols, while families identify misinformation and artificial intelligence, screen time management and digital well-being among their main priorities.
This shared perspective from both schools and families will help us translate adolescents’ real needs into practical resources that teachers and families can use in their everyday contexts.
The project has also held meetings with specialists from a range of fields, including academia with experts from the University of Seville, University of Huelva, University of Murcia, Complutense University of Madrid (UCM), Camilo José Cela University (UCJC) and Autonomous University of Madrid (UAM), as well as representatives from other key organisations, including INTEF, Aldeas Infantiles and Asociación Educación Abierta.
By bringing together perspectives from academia, public institutions, civil society organisations and public administrations, our evidence-based approach will enable us to design a curriculum that supports teachers in developing digital competences and promotes a safe, critical, responsible and healthy use of technology among adolescents.
The evidence gathered will now help us refine the content, methodologies and resources ahead of the next co-design and implementation phase, while incorporating first-hand perspectives on gender, equity and the diversity of educational and social contexts.