Educational Plans and Programs for Digital Competence: A Geographical Analysis From an Educational Equity Perspective

This article discusses the plans that contribute to the development of digital competence for students in Galicia (Spain). From 1100 public schools, 18 programs were selected. A concurrent triangulation mixed-methods design was applied. The content analysis of the proposals has been combined with impact statistics in schools and a Geographic Information System (GIS). The results show prioritized digital competence dimensions and a partial projection across the set of schools: 26% do not incorporate any programs, whilst 5% implement five or more of these initiatives. The findings question the principle of equity in education that prevails in the public education system.