Currently, Teachers’ Digital Competence is
essential for teachers. This research is a case study with a
quantitative methodology about the self-perception of students
of the Degrees of Pre-Primary Education and Primary
Education regarding their Teachers’ Digital Competence. The
results show greater mastery in the Relational, ethical and
safety dimension and in the Personal and Professional
dimension. On the contrary, they show less competence
perception in the Didactic and in the Organizational scope.
Moreover, the university degree and the entrance path are
identified as influencing factors in their perception of domain
whilst gender is ruled out as a decisive element.
