Digital Competences in European Basic Education Curricula: A Document Analysis

Emily Ellen Lima de Sousa; Elisabete Cruz; Fernando Albuquerque Costa

doi:10.24320/redie.2026.28.e02.6574

Autores

Emily Ellen Lima de Sousa Instituto de Educação da Universidade de Lisboa https://orcid.org/0000-0003-3364-0023
Elisabete Cruz Instituto de Educação da Universidade de Lisboa https://orcid.org/0000-0002-8497-3322
Fernando Albuquerque Costa Instituto de Educação da Universidade de Lisboa https://orcid.org/0000-0001-9604-5542

DOI:

https://doi.org/10.24320/redie.2026.28.e02.6574

Palabras clave:

tecnología digital, educación básica, investigación sobre el curriculum

Resumen

Este estudio busca analizar y comprender la integración de las competencias digitales en los currículos oficiales europeos, especialmente durante los primeros años de educación básica. La investigación se basó en el análisis documental, mediante el examen sistemático y riguroso de documentos curriculares de seis países europeos (Estonia, Letonia, Gales, Escocia, Islandia e Irlanda del Norte). Aunque los resultados relevan diferentes enfoques hacia la integración de competencias digitales en el currículo, destaca la prevalencia de un enfoque transversal, con un fuerte predominio de las competencias asociadas a la investigación y comunicación en línea. En tres países se establecen niveles de progresión de las competencias digitales, pero sólo en uno se ofrecen orientaciones detalladas para su evaluación. Los hallazgos obtenidos son relevantes para educadores, investigadores y formuladores de políticas educativas, ya que proporcionan una base para la toma de decisiones curriculares estratégicas y fundamentadas, orientadas al fortalecimiento de la enseñanza consistente e intencional de las competencias digitales, particularmente durante los primeros años de educación básica.

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