Teachers’ Digital Competence for Multimodal Learning Environments: A Comparative Study Across Educational Levels in Galicia (Spain)

The assessment of teachers’ digital competence has become a key challenge for educational systems seeking to foster effective multimodal, online, and blended learning environments. This study examines the level of self-perceived digital competence and educators’ readiness to design, implement, and support multimodal learning experiences across all educational levels in Galicia, Spain. A descriptive cross-sectional study was conducted using the DigCompEdu Check-In questionnaire with a sample of 1550 teachers. The findings reveal a generally intermediate level of digital competence across educational levels, with significant differences between educational stages in several dimensions of the DigCompEdu framework. Teachers reported stronger competences in professional engagement and digital resources, while lower levels were observed in learner empowerment and the facilitation of students’ digital competence. These results suggest that, although teachers possess a solid foundation for the use of digital technologies, important challenges remain regarding their preparedness to promote active participation, autonomy, and digital engagement in multimodal learning environments. The dimensions most closely associated with the design and facilitation of multimodal educational experiences, particularly digital resources, teaching and learning, learner empowerment, and the development of students’ digital competence, highlight the need for targeted professional development initiatives. The study provides a comprehensive baseline for evaluating teachers’ readiness for multimodal online and blended learning before the full implementation of the European Digital Education Action Plan 2021–2027. Consequently, it offers valuable evidence for assessing the future impact of European policies aimed at strengthening digital education and supporting innovative multimodal teaching practices.