Mireia Usart
Biographic Data
| ID | 86091 |
|---|---|
| NAME | Mireia Usart |
| GIVEN NAMES | Mireia |
| FAMILY NAME | Usart |
| SIGNATURE | USART M |
| AFFILIATIONS | Universitat Rovira i Virgili |
| ORCID | 0000-0003-4372-9312 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Factors influencing the academic use of digital technologies among Chilean pre-service teachers
This research examines the impact of psychological and cultural factors on the academic use of digital technologies by Chilean pre-service teachers. Considering the global digital transformation and the influence of digital technologies, such as artificial intelligence (AI), in education, it is essential to prepare future educators to integrate technology pedagogically. Although the use of technology among pre-service teachers has been studied, t…
Co-Creation Strategies for Equitable Open Education
Education must be inclusive for all. Higher education institutions are aware of their responsibility to provide alternatives to meet the challenges of equitable education. But the great diversity of possibilities creates an even greater challenge: how to include everyone? This article presents the development of the INSPIRA framework, a participatory model designed to guide co-creation strategies that foster inclusion and equity in open and digit…
Presentación sección especial
La competencia digital ciudadana se ha consolidado como una de las competencias clave para participar de manera crítica, ética y responsable en las sociedades digitalizadas. Sin embargo, su desarrollo continúa condicionado por desigualdades asociadas al género y a otros factores sociales que afectan tanto al acceso y uso de las tecnologías digitales como a la participación en ámbitos STEM. En este contexto, el presente número especial reúne 12 in…
Digital competence profiles of first year, pre-service teachers. Analysis in the Catalan university system
Like many other countries around the world, Catalonia is currently facing an urgent need for digitally competent teachers. Understanding the profile of first-year, pre-service teachers in relation to their teacher digital competence (TDC) can help design effective training programmes for future educators. The present study aims to measure the TDC profile of first-year, pre-service teachers along with the demographic variables related. A quantitat…
Professional Digital Competence
In the current context of increasing digitization, professionals need to be digitally competent. In addition, women’s low participation in the technology field indicates the persistence of a digital gender gap in the economic and social spheres. A key aspect to help reducing digital inequality is the role that the digital competence (DC) plays in the professional development of women, allowing them to enter to a job market still coped by men. The…
Brecha digital de género en secundaria
La brecha digital de género, entendida como la diferencia entre hombres y mujeres en el uso y aprovechamiento de las tecnologías digitales (TD), se traduce en un escenario social y económico desfavorable para las mujeres. Responder a esta realidad supone explorar el desarrollo de la Competencia Digital (CD) y la actitud hacia las TD, para ofrecer una formación que verdaderamente reduzca las diferencias de género. Este artículo indaga sobre las po…
Training pre-service teachers to enhanced digital education
Teachers must be digitally competent at the beginning of their career. The main aim of this paper is to study whether specific training is necessary to enable pre-service teachers in Catalonia with the required level of teacher digital competence (TDC). Three cases are discussed. In the first case, TDC is self-assessed among first-year pre-service teachers (N = 1166). In the second, TDC is assessed among second year pre-service teachers who recei…
Validation of a tool for self-evaluating teacher digital competence
El rápido desarrollo de nuestra sociedad está conduciendo a nuevas aplicaciones de tecnológicas digitales (TD) que demandan habilidades técnicas y cognitivas que permitan resolver estas nuevas situaciones. En concreto, la competencia digital docente (CDD) es el primer paso hacia el mejor uso de las TD en el aula. Sin embargo, no se han propuesto instrumentos que puedan ayudar a los futuros maestros en formación a autoevaluar su propia competencia…
La competencia digital de los docentes de los conservatorios. Estudio de autopercepción en España
En los conservatorios de música en general existe un parco uso de la tecnología educativa, con un profesorado que alega falta de tiempo y formación en este ámbito. Además, pocos son los estudios científicos dedicados a medir y estudiar la percepción de los docentes sobre su propia Competencia Digital (CD). El objetivo principal de este estudio es conocer el nivel de Competencia Digital Docente (CDD) autopercibida por los profesores de conservator…
Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay
The development of Teacher’s Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development. This paper presents a study focused on the diagnosis of TDC among ITT senior students from Chile and Uruguay. A quantitative methodology, with a representative sample of 568 students (N=…
Can Serious Games Contribute to Developing and Sustaining 21st Century Skills
Serious games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This article addresses the question of whether and how SG can contribute to the development of the so-called "21st century skills" in education. This article starts by characterizing the current need for 21st century skills and the identification of these core skills. Thereafter, it reports on a literature rev…
Can Serious Games Contribute to Developing and Sustaining 21st Century Skills
Serious games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This article addresses the question of whether and how SG can contribute to the development of the so-called "21st century skills" in education. This article starts by characterizing the current need for 21st century skills and the identification of these core skills. Thereafter, it reports on a literature rev…
Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay
The development of Teacher’s Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development. This paper presents a study focused on the diagnosis of TDC among ITT senior students from Chile and Uruguay. A quantitative methodology, with a representative sample of 568 students (N=…
Can Serious Games Contribute to Developing and Sustaining 21st Century Skills
Serious games (SG) are innovative tools that are widely recognized as having considerable potential to foster and support active learning. This article addresses the question of whether and how SG can contribute to the development of the so-called "21st century skills" in education. This article starts by characterizing the current need for 21st century skills and the identification of these core skills. Thereafter, it reports on a literature rev…
La competencia digital de los docentes de los conservatorios. Estudio de autopercepción en España
En los conservatorios de música en general existe un parco uso de la tecnología educativa, con un profesorado que alega falta de tiempo y formación en este ámbito. Además, pocos son los estudios científicos dedicados a medir y estudiar la percepción de los docentes sobre su propia Competencia Digital (CD). El objetivo principal de este estudio es conocer el nivel de Competencia Digital Docente (CDD) autopercibida por los profesores de conservator…
Teacher’s digital competence among final year Pedagogy students in Chile and Uruguay
The development of Teacher’s Digital Competence (TDC) should start in initial teacher training, and continue throughout the following years of practice. All this with the purpose of using Digital Technologies (DT) to improve teaching and professional development. This paper presents a study focused on the diagnosis of TDC among ITT senior students from Chile and Uruguay. A quantitative methodology, with a representative sample of 568 students (N=…
Validation of a tool for self-evaluating teacher digital competence
El rápido desarrollo de nuestra sociedad está conduciendo a nuevas aplicaciones de tecnológicas digitales (TD) que demandan habilidades técnicas y cognitivas que permitan resolver estas nuevas situaciones. En concreto, la competencia digital docente (CDD) es el primer paso hacia el mejor uso de las TD en el aula. Sin embargo, no se han propuesto instrumentos que puedan ayudar a los futuros maestros en formación a autoevaluar su propia competencia…
Training pre-service teachers to enhanced digital education
Teachers must be digitally competent at the beginning of their career. The main aim of this paper is to study whether specific training is necessary to enable pre-service teachers in Catalonia with the required level of teacher digital competence (TDC). Three cases are discussed. In the first case, TDC is self-assessed among first-year pre-service teachers (N = 1166). In the second, TDC is assessed among second year pre-service teachers who recei…
Professional Digital Competence
In the current context of increasing digitization, professionals need to be digitally competent. In addition, women’s low participation in the technology field indicates the persistence of a digital gender gap in the economic and social spheres. A key aspect to help reducing digital inequality is the role that the digital competence (DC) plays in the professional development of women, allowing them to enter to a job market still coped by men. The…
Brecha digital de género en secundaria
La brecha digital de género, entendida como la diferencia entre hombres y mujeres en el uso y aprovechamiento de las tecnologías digitales (TD), se traduce en un escenario social y económico desfavorable para las mujeres. Responder a esta realidad supone explorar el desarrollo de la Competencia Digital (CD) y la actitud hacia las TD, para ofrecer una formación que verdaderamente reduzca las diferencias de género. Este artículo indaga sobre las po…
Digital competence profiles of first year, pre-service teachers. Analysis in the Catalan university system
Like many other countries around the world, Catalonia is currently facing an urgent need for digitally competent teachers. Understanding the profile of first-year, pre-service teachers in relation to their teacher digital competence (TDC) can help design effective training programmes for future educators. The present study aims to measure the TDC profile of first-year, pre-service teachers along with the demographic variables related. A quantitat…
Factors influencing the academic use of digital technologies among Chilean pre-service teachers
This research examines the impact of psychological and cultural factors on the academic use of digital technologies by Chilean pre-service teachers. Considering the global digital transformation and the influence of digital technologies, such as artificial intelligence (AI), in education, it is essential to prepare future educators to integrate technology pedagogically. Although the use of technology among pre-service teachers has been studied, t…
Co-Creation Strategies for Equitable Open Education
Education must be inclusive for all. Higher education institutions are aware of their responsibility to provide alternatives to meet the challenges of equitable education. But the great diversity of possibilities creates an even greater challenge: how to include everyone? This article presents the development of the INSPIRA framework, a participatory model designed to guide co-creation strategies that foster inclusion and equity in open and digit…
Presentación sección especial
La competencia digital ciudadana se ha consolidado como una de las competencias clave para participar de manera crítica, ética y responsable en las sociedades digitalizadas. Sin embargo, su desarrollo continúa condicionado por desigualdades asociadas al género y a otros factores sociales que afectan tanto al acceso y uso de las tecnologías digitales como a la participación en ámbitos STEM. En este contexto, el presente número especial reúne 12 in…
Digital literacy in education (9 works) · Psychology (6 works) · Educational Innovations and Technology (5 works) · Gender and Technology in Education (5 works) · Humanities (5 works) · Art (4 works) · Mathematics education (4 works) · Medical education (3 works) · Medicine (3 works) · Pedagogy (3 works)