scholarly journals The development of the digital teaching competence from a sociocultural approach

Comunicar ◽  
2019 ◽  
Vol 27 (61) ◽  
pp. 21-32 ◽  
Author(s):  
Pilar Colás-Bravo-Bravo ◽  
Jesús Conde-Jiménez ◽  
Salvador Reyes-de-Cózar
Keyword(s):  
Ad Hoc ◽  
Compulsory Education ◽  
Information Communication ◽  
Digital Competence ◽  
Teaching Competence ◽  
Sociocultural Approach ◽  
Medium Level ◽  
Analyse Data ◽  
The Individual ◽  
Competencia Digital

Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students. En la actualidad, la competencia digital docente trasciende de la formación individual del profesorado en materia TIC. El marco europeo DigCompEdu incide en que el profesorado tiene que capacitar al alumnado en la aplicación de las tecnologías digitales de forma crítica y responsable en cuanto a información, comunicación, generación de contenido, bienestar y resolución de problemas. Pese a las buenas intenciones para sistematizar un modelo común de desarrollo de la competencia digital, se detecta que las propuestas carecen de un enfoque pedagógico que sirva de base teórica de los mismos. Este trabajo propone un modelo de desarrollo de la competencia digital docente basado en el enfoque sociocultural mediante cuatro constructos: Dominio, Preferencia, Reintegración y Apropiación. Para ello, se elaboró una escala ad hoc para registrar la competencia digital docente a través del desarrollo de esta en sus estudiantes, aportando evidencias empíricas. Se plantea un diseño de tipo cuestionario. La muestra se compone de 1.881 estudiantes de educación obligatoria de Andalucía. Para el análisis de datos se utilizó SPSS. Los resultados promedios generales por cada una de las dimensiones estudiadas revelan un nivel medio de desarrollo de la competencia digital. Se concluye que aún existe mucho por hacer en cuanto a la formación del profesorado en materia TIC, siendo necesario facilitarles estrategias para el desarrollo de esta en sus estudiantes.

scholarly journals Competencia digital docente y el uso de la realidad aumentada en la enseñanza de ciencias en Educación Secundaria Obligatoria.

2021 ◽  
Vol 1 (23) ◽  
pp. 108-124
Author(s):  
Antonio José Moreno Guerrero ◽  
Antonio Manuel Rodríguez García ◽  
Carmen Rodríguez Jiménez ◽  
Magdalena Ramos Navas-Parejo
Keyword(s):  
Augmented Reality ◽  
Ad Hoc ◽  
Technology In Education ◽  
Digital Competence ◽  
Use Of Technology ◽  
Teaching Competence ◽  
Teaching Learning ◽  
The Impact ◽  
Different Levels ◽  
Competencia Digital

Today, technology is a major issue in society, so it is essential to have acquired digital competence in order to be successful in it. An example of the growing use of technology in education is the didactic use of Augmented Reality, which offers the area of science a wealth of possibilities to facilitate the teaching-learning process. The aim of this study is to understand the impact of digital competence on the use of augmented reality as a teaching resource in science-related classes. The method used is quantitative, non-experimental, descriptive, correlational and predictive. The data collection has been carried out through an ad hoc questionnaire on digital teaching competence and augmented reality with different levels of response. The results show that augmented reality is a resource that has been used by teachers teaching science, presenting them with an average level of digital competence. We conclude by stating that teachers who use augmented reality are more digitally competent than those who do not..

scholarly journals Análisis correlacional de los factores incidentes en el nivel de competencia digital del profesorado

2020 ◽  
Vol 23 (1) ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Manuel Fernández Cruz ◽  
Juan Antonio L´ópez Núñez
Keyword(s):  
Ad Hoc ◽  
Educational Practice ◽  
Digital Competence ◽  
Content Creation ◽  
Competence Level ◽  
Teaching Competence ◽  
Validated Questionnaire ◽  
Las Mujeres ◽  
Level Of Training ◽  
Competencia Digital

Conocer los factores que inciden en la competencia digital docente es imprescindible para que los centros educativos elaboren planes formativos adaptados a las necesidades del alumnado actual. El objetivo de investigación se centra en conocer la incidencia que ejercen en el nivel de competencia digital algunos factores inherentes a la función docente: sexo, edad, experiencia, etapa educativa y nivel de formación. Se ha empleado un diseño cuantitativo sustentado en un enfoque descriptivo y correlacional, con una muestra de 520 docentes españoles de las etapas de infantil, primaria y secundaria. Se empleó un cuestionario validado para medir la competencia digital y otro cuestionario ad hoc para los datos sociodemográficos y formativos. Los resultados revelan que las mujeres disponen de mayor nivel en la creación de contenidos digitales que los hombres, los cuales destacan en la resolución de problemas; existe una relación inversamente proporcional entre edad y nivel competencial; la experiencia mejora el nivel de seguridad digital; la etapa incide en el nivel de información y alfabetización, comunicación y creación de contenidos; el nivel de formación continua es directamente proporcional al nivel competencial. Se concluye que los factores inherentes a la práctica educativa indicen significativamente en el nivel de competencia digital docente. Knowing the factors that affect the digital teaching competence is essential for schools to develop training plans tailored to the needs of current students. The research objective is focused on knowing the incidence that some factors inherent to the teaching function have on the level of digital competence: sex, age, experience, educational stage and level of training. A quantitative design based on a descriptive and correlational approach has been used, with a sample of 520 Spanish teachers from the infant, primary and secondary stages. A validated questionnaire was used to measure digital competence and another ad hoc questionnaire for sociodemographic and formative data. The results reveal that women have a higher level of digital content creation than men, which stand out in solving problems; there is an inversely proportional relationship between age and competence level; the experience improves the level of digital security; the stage affects the level of information and literacy, communication and content creation; The level of continuing education is directly proportional to the competence level. It is concluded that the factors inherent in educational practice significantly indicate the level of digital teaching competence.

scholarly journals Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments

2021 ◽  
Vol 13 (12) ◽  
pp. 6733
Author(s):  
Ana Iglesias-Rodríguez ◽  
Azucena Hernández-Martín ◽  
Yolanda Martín-González ◽  
Patricia Herráez-Corredera
Keyword(s):  
Citizen Participation ◽  
Ad Hoc ◽  
Identity Management ◽  
New Technologies ◽  
Compulsory Education ◽  
Reliability And Validity ◽  
Psychometric Validation ◽  
Digital Competence ◽  
Education Students ◽  
Design Validation

This article describes the process of design, validation, and implementation (N = 609) of a questionnaire drawn up ad hoc to assess the digital competence of compulsory education students (ages 11 to 13) in the area of communication. The test measures students’ knowledge, skills, and attitudes in the six competences that make up the area of communication, as established in the Framework for the Development and Knowledge of Digital Competence in Europe (DigComp): interacting through new technologies, sharing of information and content, online citizen participation, collaboration through digital technologies, netiquette, and digital identity management. The purposes of the study are to design and validate an instrument to assess compulsory education students’ digital competences in the area of communication based on their knowledge, skills, and attitudes and to analyse such instrument’s psychometric characteristics with special emphasis on its reliability and validity. The method used consisted of the implementation of various psychometric validation techniques and the analysis of the results based on statistical descriptions. Items show adequate discrimination and difficulty indices. Validity was guaranteed through expert judgement and factorial analysis of the test. The conclusion stresses the pressing need for education centres to provide students with adequate educational-communicative training.

scholarly journals Aproximación a la competencia digital docente en la formación profesional

2021 ◽  
Vol 21 (67) ◽  
Author(s):  
Cristóbal Suárez Guerrero ◽  
Alicia Ros Garrido ◽  
Jorge Lizandra
Keyword(s):  
Teaching Practice ◽  
Learning Assessment ◽  
Digital Competence ◽  
Digital Ecosystem ◽  
Competence Level ◽  
Teaching Competence ◽  
Self Learning ◽  
Depth Interviews ◽  
Aprendizaje Colaborativo ◽  
Competencia Digital

El mundo requiere personas con conocimientos, habilidades y actitudes que permitan un desarrollo completo de la ciudadanía en un ecosistema digital. Una respuesta educativa a esta exigencia social es la competencia digital. Así, esta finalidad exige niveles óptimos de desarrollo de la Competencia Digital Docente (CDD), en especial en el sector de la Formación Profesional (FP). Con la idea de atender este contexto educativo, en este trabajo se propone un marco de comprensión que integra de forma unitaria la visión sobre la pedagogía, los recursos y la evaluación para entender, evaluar y proponer mejoras en la competencia digital del profesorado de FP. Empleando un enfoque cualitativo, se realizaron once entrevistas en profundidad sobre la CDD del profesorado de FP de la provincia de Valencia (España). Estos datos fueron analizados desde la caracterización de 4 escenarios educativos con tecnología (aprendizaje individual, la enseñanza con TIC, aprendizaje colaborativo y autoaprendizaje del alumnado). La principal conclusión detectada es que los docentes entrevistados tienen conocimientos de algunos recursos y aplicaciones tecnológicas, actitud y capacidad para incorporarlos a su práctica docente. En cambio, no integran la tecnología en la evaluación de los aprendizajes al mismo nivel competencial que en las otras dimensiones. World requires people with knowledge, skills and attitudes that allow a full development of citizenship in a digital ecosystem. An educational response to this social demand is digital competence. Thus, this purpose requires optimal levels of Digital Teaching Competence (DTC), especially in the Vocational Education Training (VET) sector. With the aim of ​​attending to this educational context, this work proposes a understanding framework that integrates the vision of pedagogy, resources and evaluation to understand, evaluate and propose improvements in the digital competence of VET teachers. Using a qualitative approach, eleven in-depth interviews were conducted on the DTC of VET teachers in the province of Valencia (Spain). These data were analysed from the categorization of 4 educational scenarios with technology (individual learning, teaching with ICT, collaborative learning and student self-learning). The main conclusion detected is that interviewed teachers have knowledge of some technological resources and applications, attitude and ability to incorporate them into their teaching practice. However, they do not integrate technology in the learning assessment at the same competence level as in the other dimensions.

scholarly journals Competencia digital e inclusión educativa. Visiones de profesorado, alumnado y familias

2019 ◽  
Vol 19 (61) ◽  
Author(s):  
Montse Castro Rodríguez ◽  
Diana Marín Suelves ◽  
Héctor Sáiz
Keyword(s):  
Primary Schools ◽  
Social Inclusion ◽  
Technological Development ◽  
Compulsory Education ◽  
Digital Competence ◽  
Community Members ◽  
Digital Devices ◽  
Education Community ◽  
Educación Primaria ◽  
Competencia Digital

La formación de la ciudadanía en competencia digital interesa a administraciones nacionales y supranacionales. En los últimos años se han invertido ingentes cantidades económicas en la dotación de infraestructura y en I+D+I para el desarrollo tecnológico en distintos sectores de la sociedad. La integración de dispositivos digitales en la sociedad ha impacto en las políticas educativas de muchos países, llevándolos a considerar la competencia digital como aspecto clave en la enseñanza obligatoria y esencial para la inclusión social. En este artículo, se presentan los resultados de una investigación realizada en cuatro centros de Educación Primaria de Valencia y Galicia, reconocidos por su trayectoria innovadora en el uso de las TIC. El objetivo es identificar y analizar las visiones que la comunidad educativa de cada escuela tiene sobre la competencia digital que está adquiriendo el alumnado participante en prácticas educativas mediadas por TIC. Para la recogida de información se empleó metodología cualitativa, específicamente entrevistas a profesorado, familias y alumnado. Los resultados reflejan modelos diferentes de trabajo y conceptualización de la competencia digital. Todos ellos reconocen su relevancia para la inclusión en la sociedad del futuro y desmitifican su rol hegemónico en el aprendizaje escolar.   The training of citizens in digital competence is of interest to national and supranational administration. In recent years enormous amounts of money have been put into the provision of facilities and I+D+I for technological development in different sectors of society. The integration of digital devices in the industry, communication and society has had a profound impact on educational policies in many countries, making them consider the digital competence as a key in the compulsory education and essential to the social inclusion. This article shows the results of a research conducted in four primary schools from Valencia and Galicia that are recognized because of their innovative trajectory in the use of ICTs. The aim is to identify and analyse the visions of the education community members from each school about the digital competence which is being acquired by the students involved in educational practices mediated by ICTs. To collect the information, it was used a qualitative method based on interviews with teachers, families and students. The results reflect different work models and concepts about the digital competence. It is recognized that the ICTs are relevant to the inclusion in the society of tomorrow and it has been demystified their hegemonic role on school learning.

scholarly journals Competencia digital de un tutor e-learning: un modelo emergente de buenas prácticas docentes en TIC

2019 ◽  
Vol 12 (3) ◽  
pp. 49-68 ◽  
Author(s):  
Inmaculada Aznar Díaz ◽  
María Pilar Cáceres Reche ◽  
José María Romero Rodríguez
Keyword(s):  
Teaching Practices ◽  
Concept Maps ◽  
Ad Hoc ◽  
Structured Interview ◽  
Teaching Methodology ◽  
Good Teaching ◽  
Digital Competence ◽  
E Learning ◽  
Buenas Prácticas ◽  
Competencia Digital

RESUMEN: El presente escrito forma parte de una investigación que versa sobre la representación del conocimiento sobre buenas prácticas docentes de un tutor e-learning. La metodología de trabajo es mixta, combina tanto instrumentos cuantitativos: cuestionario cerrado tipo Likert, como cualitativos: entrevista semiestructurada. El cuestionario fue elaborado ad hoc en base a las funciones y competencias del buen tutor e-learning recogidas por Yot y Marcelo (2013), aplicándose a una muestra de 13 tutores pertenecientes al departamento de tutorización de una escuela de negocios, donde se imparten enseñanzas de educación superior. Tras el análisis de los datos, se determinó a un tutor e-learning como agente de buenas prácticas en base a las respuestas satisfactorias y los criterios establecidos, al cual posteriormente se le realizó la entrevista para poder realizar una aproximación a su competencia digital. Los datos obtenidos del cuestionario se analizaron a través del software SPSS, mientras que los de la entrevista mediante el software cualitativo Atlas.ti. Finalmente fueron representados en dos mapas conceptuales, el primero recoge los datos referentes al contacto con el alumnado y la metodología docente, y el segundo muestra los aspectos relacionados con la gestión de los contenidos y la resolución de dudas. PALABRAS CLAVE: competencia digital; e-learning; buenas prácticas docentes; representación del conocimiento.   ABSTRACT: This paper is part of a research that deals with the representation of the knowledge about good teaching practices of an e-learning tutor. The work methodology is mixed, combining both quantitative instruments, closed questionnaire type Likert, and qualitative, with a semi-structured interview. The questionnaire was elaborated ad hoc on the basis of the functions and competences of the good e-learning tutor collected by Yot and Marcelo (2013), being applied to a sample of 13 tutors belonging to the tutoring department of a business school, where higher education is taught. After the analysis of the quantitative data, an e-learning tutor was determined as an agent of good practices on the basis of the satisfactory answers and the established criteria, to which the interview was subsequently carried out in order to be able to make an approach to its digital competence. The data obtained from the questionnaire were analyzed through the SPSS software, while those from the interview were analyzed through the Atlas.ti qualitative software. Finally, they were represented in two concept maps: the first one gathers the data referring to the contact with the students and the teaching methodology, and the second one shows the aspects related to the management of the contents and answer for questions. KEYWORDS: digital competence; eLearning; good teaching practices; knowledge representation.

scholarly journals Flipped learning y competencia digital: Una conexión docente necesaria para su desarrollo en la educación actual

2020 ◽  
Vol 23 (2) ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Antonio José Moreno Guerrero ◽  
Francisco Javier Hinojo-Lucena
Keyword(s):  
Information And Communication Technologies ◽  
Ad Hoc ◽  
Communication Technologies ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
Correlational Design ◽  
Educational Professionals ◽  
Information And Communication ◽  
Competencia Digital

Las tecnologías de la información y comunicación (TIC) son usadas cada vez más para el desarrollo de prácticas educativas innovadoras en las distintas etapas educativas. El objetivo de la presente investigación es conocer si el profesorado tiene adquiridas las competencias digitales necesarias para desarrollar acciones pedagógicas mediante el enfoque de enseñanza flipped learning. El método de investigación se ha efectuado mediante un diseño no experimental de corte descriptivo y correlacional, fundamentado en una metodología cuantitativa. El instrumento utilizado es un cuestionario ad hoc. La muestra está conformada por 627 docentes. Los resultados muestran que el profesorado no utiliza habitualmente el flipped learning en los procesos formativos, principalmente por la falta de confianza hacia dicha metodología y por presentar un bajo nivel competencial en destrezas tecnopedagógicas digitales. Se concluye que los profesionales de la educación analizados no presentan una adecuada competencia digital para poder aplicar flipped learning debido al deficiente nivel de competencia digital revelado, hecho que conlleva una escasa utilización de dicho método. Information and communication technologies (ICT) are increasingly used for the development of innovative educational practices at different educational stages. The objective of this research is to know if teachers have acquired the digital skills necessary to develop pedagogical actions through the flipped learning teaching approach. The research method has been carried out through a non-experimental descriptive and correlational design, based on a quantitative methodology. The instrument used is an ad hoc questionnaire. The sample is made up of 627 teachers. The results show that teachers do not routinely use flipped learning in training processes, mainly due to the lack of confidence towards said methodology and because they have a low level of competence in digital techno-pedagogical skills. It is concluded that the educational professionals analyzed do not have adequate digital competence to be able to apply flipped learning due to the deficient level of digital competence revealed, a fact that implies a low use of said method.

scholarly journals Competencia digital mediante apps de temática patrimonial en el marco DigComp

2019 ◽  
Vol 22 (1) ◽  
Author(s):  
Alex Ibañez-Etxeberría ◽  
Aroia Kortabitarte ◽  
Pablo De Castro ◽  
Iratxe Gillate
Keyword(s):  
European Union ◽  
Cultural Heritage ◽  
Ad Hoc ◽  
Theoretical Framework ◽  
The European Union ◽  
Digital Competence ◽  
Complex Skills ◽  
The Creation ◽  
Information Treatment ◽  
Competencia Digital

El siguiente artículo analiza la potencialidad para el fomento de la competencia digital que conllevan las apps sobre el patrimonio cultural en el estado español. Para ello, se ha empleado el método OEPE integrando una herramienta elaborada ad hoc para el análisis de estas aplicaciones que cuenta con cinco dimensiones. Para este estudio se ha tomado en cuenta el marco teórico para la competencia digital DigComp propuesta por la Unión Europea y se han extrapolado las variables afines extraídas de la herramienta a este marco. La muestra ha sido de 88 apps seleccionadas a partir de la adaptación de los filtros de inclusión/ exclusión del OEPE para apps de temática patrimonial. Los resultados muestran un impulso bajo en las habilidades más complejas para el desarrollo de la competencia digital, siendo el área del tratamiento de la información la más enriquecedora y la creación de contenidos la menos trabajada. The following article analyses the potential for the development of the Digital Competence of the Spanish apps which subject is the cultural heritage. To carry out this study the OEPE method has been used, integrating an ad hoc tool for the analysis of these applications. For the theoretical framework, it has been taken into account the variables and standards proposed by DigComp’s project done by the European Union and those criteria have been extrapolated to our tool’s dimensions. The sample consisted of 88 apps selected from the adaptation of OEPE’s inclusion/exclusion filters for heritage theme apps. The results show a low impulse in the most complex skills for the development of the Digital Competence, being the area of the information treatment the most enriching and the creation of content the least worked

scholarly journals Efectos del programa affective e-learning en el desarrollo de la Competencia Digital en estudiantes del Grado en Educación Primaria

2020 ◽  
Vol 38 (3 Nov-Feb) ◽  
pp. 129-150
Author(s):  
Álvaro Pérez García ◽  
Alba María Hernández-Sánchez
Keyword(s):  
Primary Education ◽  
Ad Hoc ◽  
Educational Programme ◽  
First Year ◽  
Digital Competence ◽  
Standards Compliance ◽  
Common Framework ◽  
E Learning ◽  
Educación Primaria ◽  
Competencia Digital

INTRODUCCIÓN. Este artículo presenta los efectos de un programa interuniversitario de especialización en competencias digitales basado en la metodología didáctica de affective e-learning. El programa formativo nace del proyecto I+D+i denominado Evaluación y desarrollo de dos competencias genéricas en estudiantes de primer año del grado de maestro en educación primaria. El grupo de 109 participantes pertenece al título de magisterio de Educación Primaria de las Facultades de Educación de la Universidad de Oviedo, la Universidad de Jaén y en la Universidad de Granada. MÉTODO. Tras el diseño del programa formativo se aplica un cuestionario ad-hoc validado por jueces expertos externos. El instrumento formado por 49 ítems tiene una estabilidad de escala aplicada con un Alfa de Cronbach de 0,786. Este cuestionario se fundamenta en el Marco Común de Competencia Digital Docente del Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado. RESULTADOS. Se demuestran diferencias significativas entre el pretest y el postest en la comprensión y aplicación de habilidades de la competencia digital, en términos de mejora en las destrezas de configuración, uso, autonomía, análisis, búsqueda y cumplimiento de estándares. DISCUSIÓN. Los hallazgos encontrados avalan la efectividad de aplicar un modelo de affective e-learning que se adapte a los conocimientos previos y los distintos ritmos y estilos de aprendizaje del grupo de participantes en su formación universitaria. INTRODUCTION. This article presents effects of interuniversity programme about digital competences specialization, based on affective e-learning methodology. The educational programme originated from I+D+i project denominated Evaluation and development of two generics competences of first year Primary Education students. The group of 109 students belong to Primary Education University degree of Faculties of Oviedo, Jaén and Granada.  METHOD. After completing the design of educational programme, it applies an ad-hoc questionnaire validated by external experts. The 49 items tool has a stability of 0,786 Cronbach Alpha. This questionnaire based on Common Framework of Teacher Digital Competence of National Institute of Educational Technologies and Teachers Training. RESULTS. It shows significant differences between pretest and postest on understanding and application of digital competences abilities, in terms of improving skill of configuration, use, autonomy, analysis, search and standards compliance.  DISCUSSION. Findings endorse the effectivity of apply an affective e-learning model that adapt to preliminary knowledge and different learning pace and style of student group.

scholarly journals Entrepreneurial Interest and Entrepreneurial Competence among Spanish Youth: An Analysis with Artificial Neural Networks

2020 ◽  
Author(s):  
Isabel Luis-Rico ◽  
María-Camino Escolar-Llamazares ◽  
Tamara De la Torre-Cruz ◽  
Alfredo Jiménez ◽  
Álvaro Herrero ◽  
...  
Keyword(s):  
Neural Networks ◽  
Artificial Neural Networks ◽  
Education System ◽  
Ad Hoc ◽  
Hebbian Learning ◽  
Critical Role ◽  
Compulsory Education ◽  
Simple Random Sampling ◽  
Medium Level ◽  
Artificial Neural

Introduction: Studies of the socio-economic function of entrepreneurship have emphasized the critical role that entrepreneurial competence and its implementation play at different stages of the education system. In this paper, we seek to determine the entrepreneurial interest of Spanish youth aged between 15 to 18 years of age, who find themselves in the state-regulated education system, at an initial stage in the development of entrepreneurship. A previously validated ad hoc questionnaire was applied through simple random sampling to 1,764 students at a secondary school in Spain. The analysis is done with Artificial Neural Networks (ANN), a technique that reduces the high dimensionality of data through Cooperative Maximum Likelihood Hebbian Learning (CMLHL), applying neurocomputational methods to the educational sciences. Spanish youth expressed a medium level of interest in entrepreneurship. Analysis with ANN shows that education in entrepreneurial competence is an influential aspect of interest in entrepreneurship. As conclusion, educational and curricular reforms must be undertaken to promote the development of entrepreneurial competence at various stages of compulsory education to increase interest in entrepreneurship.

Sign in / Sign up

Export Citation Format

Share Document