Analysing the Relationship Between Teachers’ Digital Technology Integration Profiles and Perceived Digital Competence: Exploring the Quality of Technology Integration in Basic Vocational Education

This study analyses the relationship between the quality of teachers’ digital technology integration and perceived teachers’ digital competence (TDC) in basic Vocational Education and Training (VET) based on the Interactive, Constructive, Active and Passive (ICAP) model of active learning. To address this objective, a descriptive and variance analysis was carried out in the context of the Basque Autonomous Community. The results show that teachers tend to use passive digital activities more frequently. Furthermore, three distinct teacher profiles were identified: Low users, Traditional users and Innovative users. Variance analysis revealed that Low users, who rarely engage in integrating digital technologies, tend to perceive lower TDC compared to Traditional and Innovative users. This study provides valuable knowledge for VET, examining how the ICAP model can be used to improve the quality of technology integration in teaching and learning processes and enhance students' cognitive engagement. Additionally, it offers policy makers a comprehensive understanding of the real situation of technology integration quality in VET.