Digital Competence, Validation and Differential Patterns between Spanish and Portuguese Areas as Assessed from the Latest PISA Report as a Pathway to Sustainable Education and Social Concerns

Abstract

PISA reports aim both to analyze and describe the educational reality of each country and to assess different academic competences, including digital competence. In this paper, we are committed to the vision of digital literacy as an indispensable element of sustainable education and social concerns, which, together with the environment, the economy, social justice and human rights, form the basis of the concept of sustainability. From this point of view, it is considered that an improvement in digital competence has a positive impact on the use made of ICT and also on its link with sustainable development. The aim of this research is to comparatively analyze the results in terms of literacy itself, digital skills and digital resources and experiences according to the PISA 2018 report in four OECD countries: Spain, Portugal, Colombia and Brazil, specifically, two Latin countries (Brazil and Colombia) and two Hispanic countries (Spain and Portugal), and for the enjoyment in the use of digital devices between one country in each area (Brazil and Spain). The sample is composed of 54,323 participants (18,073 participants from Brazil and Colombia, Latin America, and 36,250 from Spain and Portugal, Iberian Peninsula), using as an instrument the surveys developed and implemented in the PISA 2018 dataset for the OECD sample, which is related to some aspect of digital skills. The main findings of this study confirm that the variables related to digital resources, digital literacy and digital skills are statistically significant in the four countries. Therefore, in view of this, we want to support the promotion of digital competence as a key element in the sustainable, educational and social development of a community. At a pedagogical level, this means that we are committed to different specific programs, innovative educational practices and the creation of resources that promote inclusion and educational quality, focusing on social concerns and the fit of each country and area for promoting sustainable education.