Desafíos estructurales del Módulo “Digitalización aplicada a los sectores productivos” en Formación Profesional

The inclusion of the module “Digitalisation Applied to Productive Sectors” in all vocational training programmes starting from the 2024–2025 academic year, as established in the new Vocational Education and Training Ley Orgánica 3/2022, de ordenación e integración de la Formación Profesional (España), represents a regulatory step forward in the modernisation of training curricula. Nevertheless, its initial implementation in educational centres has raised significant pedagogical questions. This study does not propose a legal reform but rather analyses the educational impact of this measure from a pedagogical perspective. The article offers a critical analysis of the structural challenges that may hinder the meaningful integration of the module into teaching practices, with the aim of reinforcing its transformative potential. Drawing on a documentary review of recent academic literature, institutional reports and regulatory frameworks, the study identifies four key factors: the gap between training centres and the productive sector, the need to strengthen teachers’ digital competence, the lack of clear criteria for their selection and accreditation, and unequal access to technological resources across VET institutions. The article does not question the principles of the law but seeks to anticipate possible limitations in its roll-out and to propose actions that may contribute to its success. As a contribution, the paper offers recommendations to align curriculum design, teaching practices and the digital demands of the labour market. The aim is to provide tools for education authorities and teaching staff so that the digitalisation module does not become a purely theoretical component disconnected from the productive environment, but instead fulfils its intended role within the transformative spirit of the new law.