Percepción del equipo docente y directivo de la E2O Arrabal AID sobre las competencias digitales del alumnado

Digital competencies have become an essential element for educational inclusion and socio- labor integration in second chance contexts. This study analyzes the perceptions of the teaching and management team at the Arrabal AID Second Chance School regarding the development of digital competencies among their students, and how these competencies are related to motivation, autonomy, and adaptation to contexts of vulnerability. Using a qualitative narrative research methodology, semi-structured interviews were conducted with various professionals (teachers, guidance staff, and management team) to explore their perspectives on the development of these competencies. The results reveal that the teaching staff perceive significant potential in digital technologies to strengthen students’ autonomy and motivation, although they also identify limitations related to the digital divide, students’ prior competencies, and the need for continuous teacher training. Likewise, personalized support and the contextualized adaptation of digital resources are highlighted as key determinants of the successful integration of ICT. The conclusions underscore the importance of educational policies that invest in equitable access to technology, specialized teacher training, and the design of inclusive digital materials to ensure that ICT function as instruments of educational equity in Second Chance Schools (E2O).