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This study examines educators’ self-perceived digital competences in using YouTube across urban and rural settings and educational stages. The research objectives were to: (1) assess teachers’ digital competences in searching, communicating and creating content on YouTube; (2) compare competences between urban and rural teachers; (3) analyse competences by educational stage; and (4) identify actions to improve digital skills. Using an ex post facto design, data were collected from 2157 Spanish teachers during the 2022–23 academic year. Results revealed a medium-high level of digital competence, with urban teachers outperforming rural counterparts. Competences increased with higher educational stages, except for rural VET. Content creation was the most challenging area for both groups. Significant correlations were found between digital competence and actions like video editing and publishing. These findings highlight the need for targeted training, particularly in rural areas, to enhance teachers’ digital skills and optimise YouTube’s educational potential.
Magaña et al. (Thu,) studied this question.