Teacher Digital Competence Analysis in Block Programming Applied to Educational Robotics

Abstract

This research aims to analyze digital teaching competence in the field of block programming applied to educational robotics among active primary education teachers. The research methodology employed is defined as descriptive and exploratory. We gathered quantitative data through a structured questionnaire, reflecting the level of digital competence of the participating teachers. The results obtained from this study reveal significant deficiencies in the development of teaching digital competence, especially in the areas of robotics and educational programming. Importantly, the teachers in the sample exhibit a high level of knowledge in active pedagogies. In conclusion, we highlight the need to design training and professional development programs that enhance the digital competence of active primary education teachers, with an emphasis on training schemes geared towards robotics and educational programming.

1. Introduction

The increasing integration of technology in modern society has reshaped our perspective on education. Digital skills have become an essential requirement for the holistic development of 21st-century individuals. The understanding and use of programming languages has now become essential to an active engagement in the digital world and economy. This significance is notably evident in educational robotics, especially where block programming serves as a valuable educational instrument for nurturing cognitive and creative abilities in primary school students. Block programming is a more visual and intuitive way of programming that allows you to create an orderly and logical sequence of actions applicable to robotics or video games, among others.

This study focuses on examining the teaching of digital competence in the realm of computer programming associated with educational robotics within public schools in the province of Malaga. The selection of this study setting aligns with the significance of digital education in the Andalusian context, aiming to encourage the development of technological skills from a young age.

Teaching digital competence encompasses the integration of educators’ knowledge, skills, abilities, and attitudes in utilizing digital technologies to address challenges and solve unexpected issues [1]. Programming languages play a pivotal role within this competence, fostering computational thinking skills, creativity, and problem-solving abilities, essential for preparing students in an increasingly digital world [2,3]. Furthermore, programming serves as an effective tool for teaching cross-disciplinary skills like teamwork and effective communication [4,5]. Pinto et al.’s work [6] highlights that block programming in education enriches teachers’ digital competence, elevating the quality and relevance of teaching in the contemporary digital landscape.

Educational robotics has become a significant pedagogical tool in fostering active learning and critical thinking in the classroom [7]. Specifically, block programming has increased in popularity due to its intuitive and accessible approach, enabling students of various ages to grasp the basics of programming logic without the hindrance of textual code [8].

Computational thinking is a problem-solving and system-oriented approach based on logic and algorithmic reasoning [9]. When applied to the teaching of block programming, it encourages breaking down complex problems into manageable steps and approaching solutions methodically [10]. Its integration into primary education aims to establish the groundwork for ongoing and gradual learning in digital skills pertaining to programming and educational robotics [11].

The implementation of block programming in the educational realm, particularly in primary education, has garnered significant attention in recent years [12]. This trend aligns with the increasing significance of imparting digital competence in an ever more technologically driven world. Earlier studies indicate that equipping educators with digital skills, including programming, is imperative to ensure students are ready for the digital landscape of the 21st century [13].

From a worldwide standpoint, multiple studies have emphasized the advantages of introducing programming education in primary schools. Studies by Moraiti et al. [14] and Perin et al. [15] emphasize how block programming specifically fosters the development of computational thinking skills, encouraging problem solving and creativity among students.

In Spain, we see an increasing focus on training educators in digital skills, evident through various educational administration initiatives [16,17]. However, there is an urgent need to assess the present level of educators’ digital competence within specific contexts [18].

The literature also emphasizes the significance of considering teaching digital competence from a comprehensive perspective, encompassing factors such as media literacy and digital ethics [19]. These components are complemented by programming, which fosters not only technical skills but also encourages critical thinking, problem solving, and creativity [20].

Despite these advancements, challenges persist in the effective integration of programming in primary education. Studies, such as that by Centeno-Caamal y Acuña-Gamboa [21], emphasize the necessity of ongoing, high-quality teacher training to optimize the influence of teaching digital skills in the classroom.

The primary aim of this study is to assess the digital competency of primary education teachers in Malaga’s public schools with respect to block computer programming associated with educational robotics. Furthermore, it aims to gauge the understanding and utilization of computational thinking as a teaching method for instruction on block programming in the classroom.

This work contributes to expanding knowledge in the field of educational technology by offering insights into teachers’ digital competence in block computer programming linked to educational robotics. The findings will provide vital information for designing teacher training programs and effectively implementing pedagogical strategies that foster digital literacy from the early years of formal education.

2. Materials and Methods

The incorporation of basic knowledge related to educational robotics in the primary education curriculum is a current reality in the Spanish educational system. This situation requires an update in both initial and ongoing teacher training programs. Identifying the training needs becomes essential. This challenge prompts us to formulate our study’s question as follows: “What is the extent of digital competence among active primary education teachers concerning the didactic tools required for teaching robotics and block programming?”.

The response to this query will guide us in making decisions to enhance teacher training in this area. Stemming from the described problematic situation and based on the formulated research question, our study set out to understand and assess the digital competence level of primary education teachers concerning the teaching tools and strategies necessary for teaching robotics via block programming.

The research design is characterized as descriptive and exploratory. Due to the preliminary nature of the study, a survey methodology was selected employing a structured questionnaire. This methodological approach enables the collection of quantitative data reflecting the digital competence level of the teachers involved in the study.

The research design was organized into three phases (F), adhering to the intervention process proposed by Cohen & Manion [22]:

Phase 1: Approach. This phase was initiated with the identification and precise formulation of the research problem, which led to the concrete definition of the study objectives, detailed earlier in the text. Subsequently, the sample was selected after conducting a comprehensive analysis of the opportunities and avenues provided by the educational administration to access teaching staff in public educational centers in Spain. Upon confirming the study’s viability as to access and participation of teaching staff, the design of the information collection instrument was implemented.

Phase 2: Data collection. A reliable and secure platform like SurveyMonkey was utilized to host and administer the questionnaire. Study participants received an email containing the questionnaire link and information on the study, along with a request for informed consent. Detailed instructions on how to access and complete the online questionnaire were also provided.

Phase 3: Data analysis and reflection. Specialized statistical software was employed for data analysis, and reflective sessions were organized to deliberate upon the findings. The interpretations derived from these sessions formed the basis for the conclusions presented in this article.

In this study, ease of access sampling was adopted for sample selection; this approach was chosen for its convenience and the availability of potential participants. Initially, individuals or groups who were easily reachable and available for the research were identified and contacted. This encompassed those in close geographical proximity or having prior affiliations with the research team. Clear inclusion criteria were set to ensure that selected participants met the specific study requirements. Moreover, sample representativeness was ensured by considering a diverse range of relevant profiles for the research.

Once identified, potential participants were contacted and given comprehensive details about the study, its objectives, and the roles they would undertake. The significance of their contribution to the success of the research was emphasized.

Finally, the participation of those selected was confirmed, and their involvement in the study was coordinated in terms of time and conditions. Open and responsive communication was maintained to address any concerns or questions the participants may have had.

This ease-of-access sampling approach facilitated the efficient selection of participants who were available and willing to contribute to the study so the data could be collected effectively and on time.

The sample consists of 300 individuals, specifically active primary education teachers representing diverse age groups (see Figure 1). In terms of gender (as shown in

Table 1. Sample distribution by sex.

	Frequency	Percentage
Female	270	90%
Male	30	10%
Total	300	100%

), the sample is predominantly female, accounting for 90%.

Data collection was conducted through a questionnaire developed by the research team, ensuring its internal validity. The questionnaire design followed a qualitative approach, formulated through discussion groups as guided by León y Montero [23], encompassing two separate debate sessions, each with particular objectives:

The first session centered on determining the questionnaire type, as the research team guided the discussion towards establishing structural elements of the instrument. This included considerations on areas of interest, the number of items, writing style, the rating scale, and the presentation format.

The second session was more operationally focused, centering on drafting individual questionnaire items and their arrangement within the questionnaire. The final product underwent expert review and was adjusted following the outcomes of a pilot test. This process corrected elements related to question comprehensibility and response options, thereby concluding with the construction of the instrument with a high level of validity for the survey’s purpose.

Additionally, the questionnaire’s statistical reliability was assessed using Cronbach’s Alpha coefficient, resulting in a score of 0.952, indicating a strong level of internal consistency in the instrument. Following the validation process, the questionnaire was converted into digital format using the Google Drive forms application.

A total of 10 closed-ended, multiple-choice questions were included, and data on participants, such as age and gender, were also collected.

Table 2. Relationship of the questionnaire items with the objectives of the study.

Objective	Item	Answer Options
Teacher profile	Age	20–30
		31–40
		41–50
		51–60
		Over 60 years old
	Sex	Female
		Male
Understanding of tools and concepts related to robotics and programming	Block programming tools. For example: Scratch, Code, Make Code, Arduino Blocks…	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
	Concepts related to this subject, including blocks, conditionals, variables, loops, sensors, actuators…	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
	Programmable peripherals to use as cross-cutting tools in teaching and learning processes. For example, Micro:bit, Makey Makey, Bee Bot…	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
	Educational robotics kits for engaging in construction and programming processes: MRT STEM, LEGO Education, Wonder Kit…	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
Understanding of network security tools	Basic guidelines and tools for classrooms and families to promote safe internet use: whitelist, secure browsing, Friendly Screens, Safe Internet for Kids.	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
Understanding of active models and methodologies	Teaching models that encourage effective inclusion and consider the diversity of students, offering options that cater to personal needs and interests such as UDL (Universal Design for Learning).	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
	PBL (Project-Based Learning) as an active methodology where the student is the protagonist of their own learning, engaging in hands-on experiences.	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
	Application of the TPACK Model for integrating digital tools and resources into teaching-learning processes, encouraging the interrelation of technological, pedagogical, and content knowledge for effective technology integration in the classroom.	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
Understanding the significance of implementing computational thinking and robotics in educational settings	Computational thinking as a methodology for problem solving in the school environment and everyday life outside the classroom.	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge
	Robotics is a tool that fosters mathematical reasoning, hence its inclusion in the primary education stage curriculum within the mathematics subject.	Do not know
		Little knowledge
		Moderate knowledge
		Enough knowledge
		Perfect knowledge

presents the questionnaire items and their relationship with the study objectives.

Upon acquiring the data, the data were exported, cleaned, and subsequently structured into tables and graphs. The analysis of the responses focused on evaluating the level of knowledge of the assessed items, aligned with the study’s objectives. This was achieved through a descriptive analysis.

3. Results

Once the analysis of personal variables such as age and gender was completed, the attention shifted to the items pertinent to the study’s focus. We first focused on the assessment of the “Knowledge about tools and concepts related to robotics and programming” possessed by active primary education teachers.

Primarily, we inquired about the educators’ familiarity with block programming tools, citing specific examples. It is notable that the majority of the sample, 63.3%, lacks awareness, while 16.7% possess limited knowledge about these programming tools (see

Table 3. Sample distribution item 1.

Block Programming Tools. For Example: Scratch, Code, Make Code, Arduino Blocks…
	Frequency	Percentage
Do not know	190	63.3%
Little knowledge	50	16.7%
Moderate knowledge	30	10%
Enough knowledge	30	10%
Perfect knowledge	0	0%
Total	300	100%

). Only 20% of the sample indicated having moderate or substantial knowledge of these tools.

Related to the previous item, we list a series of concepts used in block programming. In this case, the result obtained shows 83.3% with a lack of knowledge about these concepts, with a minority sample of 16.7% having some type of knowledge (

Table 4. Sample distribution item 2.

Concepts Related to This Subject, Including: Blocks, Conditionals, Variables, Loops, Sensors, Actuators…
	Frequency	Percentage
Do not know	250	83.3%
Little knowledge	10	3.3%
Moderate knowledge	20	6.7%
Enough knowledge	20	6.7%
Perfect knowledge	0	0%
Total	300	100%

).

In the programmable peripherals item, we have mentioned tools that can be used from early childhood education to primary education to cover a broader range according to the knowledge of both the teachers and the students.

These peripherals facilitate block programming, enabling basic programming or advancing through a grid or mat, as well as creating more complex activities like question-and-answer sessions or true-or-false games.

With regard to the previously analyzed items, a higher lack of knowledge is noted with respect to programmable peripherals at 76.7% (

Table 5. Sample distribution item 3.

Programmable Peripherals to Use as Cross-Cutting Tools in Teaching and Learning Processes. For Example: Micro:bit, Makey Makey, Bee Bot…
	Frequency	Percentage
Do not know	230	76.7%
Little knowledge	30	10%
Moderate knowledge	20	6.7%
Enough knowledge	20	6.7%
Perfect knowledge	0	0%
Total	300	100%

), in contrast to the 63.3% who lack knowledge about programming tools (Table 3).

Finally, within the realm of “Understanding of tools and concepts related to robotics and programming”, we will explore the understanding of robotics kits among the teachers in our sample. Notably, the percentage of “limited knowledge” increases to 40% (

Table 6. Sample distribution item 4.

Educational Robotics Kits for Engaging in Construction and Programming Processes: MRT STEM, LEGO Education, Wonder Kit…
	Frequency	Percentage
Do not know	140	46.7%
Little knowledge	120	40%
Moderate knowledge	20	6.7%
Enough knowledge	20	6.7%
Perfect knowledge	0	0%
Total	300	100%

), consequently reducing the complete lack of understanding of these tools, which facilitate construction and programming in the classroom, to 46.7%.

Despite this, the other levels of knowledge did not increase, remaining significantly below the sample’s average.

In the next section, our focus is on the “Understanding of network security tools” that the teachers in our sample possess. We inquire about corporate guidelines and tools teachers could apply in the classroom and recommend to families for use at home.

We note that in this category, teachers exhibit strong knowledge of these tools, with 73.4% of the sample stating that they have significant or complete familiarity with these tools, enabling safe internet use both inside and outside the classroom (see

Table 7. Sample distribution item 5.

Basic Guidelines and Corporate Tools to Provide in Class and to Families in Order to Achieve Safe Use of the Internet: Whitelist, Safe Browsing, Friendly Screens, Safe Internet for Kids (IS4K), etc.
	Frequency	Percentage
Do not know	0	0%
Little knowledge	20	6.7%
Moderate knowledge	60	20%
Enough knowledge	140	46.7%
Perfect knowledge	80	26.7%
Total	300	100%

).

Next, we will analyze the items aimed at ascertaining the level of “Understanding of active models and methodologies” of active primary education teachers.

In this first item on teaching models that promote inclusion and take into account the diversity of students, the DUA educational framework has been mentioned as an example. And we can highlight that the results obtained show that the teachers have a high level of knowledge about this type of content, with over half of the sample, 70%, having knowledge about these teaching models to some extent (

Table 8. Sample distribution item 6.

Teaching Models That Encourage Effective Inclusion and Consider the Diversity of Students, Offering Options That Cater to Personal Needs and Interests Such as UDL (Universal Design for Learning).
	Frequency	Percentage
Do not know	50	16.7%
Little knowledge	40	13.3%
Moderate knowledge	40	13.3%
Enough knowledge	110	36.7%
Perfect knowledge	60	20%
Total	300	100%

).

In the next item, we ask about project based learning, an active methodology where the student is the protagonist of his own learning and where he learns by doing. From the results obtained, we can say that it is a methodology known to primary education teachers, since we found that 83.3% of the sample has knowledge about said methodology (

Table 9. Sample distribution item 7.

PBL (Project-Based Learning) as an Active Methodology Where the Student Is the Pro-Tagonist of Their Own Learning, Engaging in Hands-on Experiences
	Frequency	Percentage
Do not know	40	13.3%
Little knowledge	10	3.3%
Moderate knowledge	90	30%
Enough knowledge	100	33.3%
Perfect knowledge	60	20%
Total	300	100%

). And a very low percentage have little knowledge about it or are unaware of it.

We will now examine the results obtained concerning the utilization of the TPACK Model in the classroom. This model involves integrating digital tools and resources into the teaching and learning processes. The correlation between technological knowledge, pedagogical methods, and content gives rise to more targeted knowledge, forming the foundation for effective technology-enhanced teaching.

The results obtained from this item indicate that the majority of teachers, comprising 76.7%, possess little to no knowledge about this model (refer to

Table 10. Sample distribution item 8.

Application of the TPACK Model for Integrating Digital Tools and Resources into Teaching-Learning Processes, Encouraging the Interrelation of Technological, Pedagogical, and Content Knowledge for Effective Technology Integration in the Classroom
	Frequency	Percentage
Do not know	200	66.7%
Little knowledge	30	10%
Moderate knowledge	20	6.7%
Enough knowledge	40	13.3%
Perfect knowledge	10	3.3%
Total	300	100%

).

Lastly, our focus has been on ‘Understanding the significance of implementing computational thinking and robotics in educational settings.’ In pursuit of this objective, we have analyzed two specific items.

In the initial query, we asked the sample whether they are familiar with the use of computational thinking as a problem-solving methodology, not only within the educational realm but also outside the classroom. The results obtained reveal that 60% are unaware of this methodology for such purposes. Notably, 3.3% demonstrate a comprehensive understanding (refer to

Table 11. Sample distribution item 9.

Computational Thinking as a Methodology for Problem-Solving in the School Environment and Everyday Life Outside the Classroom
	Frequency	Percentage
Do not know	180	60%
Little knowledge	40	13.3%
Moderate knowledge	40	13.3%
Enough knowledge	30	10%
Perfect knowledge	10	3.3%
Total	300	100%

).

The second item within this objective, and the final question in the questionnaire, proposes the use of educational robotics as a tool to enhance mathematical reasoning among the sample. Consequently, it suggests its integration into the primary education curriculum, specifically within the subject of mathematics.

In this scenario, the results appear more uniform, lacking any noteworthy extreme values. It is significant that 66.6% of the sample demonstrates a moderate to comprehensive understanding of this tool aimed at fostering mathematical reasoning. Conversely, 33.3% display little or no knowledge regarding the same (refer to

Table 12. Sample distribution item 10.

Robotics Is a Tool That Fosters Mathematical Reasoning, Hence Its Inclusion in the Primary Education Stage Curriculum within the Mathematics Subject
	Frequency	Percentage
Do not know	40	13.3%
Little knowledge	60	20%
Moderate knowledge	90	30%
Enough knowledge	70	23.3%
Perfect knowledge	40	13.3%
Total	300	100%

).

4. Discussion

The findings of this research highlight a significant challenge in cultivating digital competency within the realms of robotics and programming education. Participating teachers exhibit areas of proficiency alongside notable gaps in their digital skills.

In terms of areas for development, a distinct need is identified for enhancing teachers’ understanding of basic programming concepts and the utilization of essential programming tools. Mastery of these fundamental aspects is pivotal in enabling the successful integration of robotics within the classroom [1].

Nevertheless, it is reassuring to observe that teachers exhibit a strong comprehension and application of active pedagogical strategies, such as Universal Design for Learning and project-based learning. These methodologies, centered on student engagement and the practical application of knowledge, form a robust foundation for teaching robotics [24,25]. This consolidated expertise in pedagogical areas serves as a valuable cornerstone for the integration of technology within the classroom.

However, a notable deficiency is evident in the understanding of the TPACK framework and specific strategies for fostering computational thinking within the classroom. These elements are crucial for the effective integration of technology into the educational process and for the cultivation of proficient digital skills [26].

Our findings align with previous studies highlighting a shortcoming in the preparation and knowledge among teachers in the realm of robotics and programming [27].

This presents significant challenges as proficiency in these areas has evolved into a fundamental skill for equipping 21st-century citizens [28].

As a result, this research highlights the pressing need to formulate training and professional development programs that specifically target these areas of improvement. Prioritizing training in programming concepts, essential tools, and computational thinking strategies is crucial in preparing teachers to teach robotics in an effective manner.

Similarly, the significance of integrating robotics and programming into school curricula and ensuring the provision of ample resources for their effective implementation is emphasized. Achieving this necessitates a close collaboration between education policy makers, curriculum designers, and teacher training providers.

This research contributes to an expanding body of literature that emphasizes the significance of teacher preparation in the field of educational technology [27]. Addressing this knowledge gap is crucial in steering us towards a more equitable education system, equipped to meet the challenges of the 21st century.

Beyond the aforementioned conclusions, it is crucial to contemplate the potential underlying reasons contributing to the deficiency in training among teachers in the domains of programming and robotics. Plausible factors, such as insufficient time and limited training resources, are likely to have influenced this situation. The demands of adhering to the existing curriculum and fulfilling other teaching responsibilities may restrict the time available for self-training in these crucial areas.

This question, concerning motivation and barriers to skills acquisition in programming and robotics, provides a valuable direction for future research. Exploring in-depth the underlying reasons contributing to this knowledge gap and delineating how these limitations could be mitigated through effective professional development strategies would be pertinent.

Similarly, it is important to contemplate the role of educational institutions and organizations responsible for teacher training in supplying resources and training opportunities in programming and robotics. Examining the availability and accessibility of these resources can clarify how enhanced support can be provided to teachers to gain these essential skills.

In conclusion, this study not only addresses digital competence in the educational realm but also significantly contributes to sustainability in education and, by extension, society. By equipping teachers with advanced digital skills, particularly in block programming and educational robotics, we foster a pedagogical approach that prepares students for 21st-century challenges, instilling critical skills such as computational thinking, creativity, and problem-solving. This enhances the quality of education and prepares youth to actively participate in an increasingly digitalized economy, thereby promoting sustainable socio-economic development. Furthermore, the integration of educational robotics and block programming into the curriculum advocates for an active, student-centered learning experience, contributing to a more inclusive and equitable educational model, aligned with the UN’s Sustainable Development Goals. Therefore, this study not only highlights the necessity of enhancing digital competence among educators but also underscores how such an enhancement can be a crucial driver for sustainable development in contemporary society.

Based on the findings obtained in this research, it is possible to establish a series of practical recommendations aimed at improving the digital competence of teachers in the field of block programming and educational robotics. These recommendations seek to offer an application guide for teacher training and curricular development:

• Strengthening teacher training in programming and robotics: It is essential to implement continuous training programs that delve into block programming concepts and tools, as well as the application of educational robotics. These programs should be designed to cover both theoretical and practical aspects, making it easier for teachers to acquire skills applicable in the classroom.
• Curriculum integration of robotics and programming: The incorporation of robotics and block programming in primary education curricula is recommended, ensuring that these contents align with general educational objectives and encourage the development of skills of the 21st century.
• Development of teaching materials and educational resources: The development and distribution of innovative teaching materials and educational resources that support the teaching of programming and robotics in the classroom is key. This includes guides for teachers, robotics kits adapted to different educational levels, and interactive educational software.
• Promotion of interdisciplinary collaboration: It is suggested to promote collaboration between teachers from different areas to develop interdisciplinary projects that integrate programming and robotics, linking them with other areas of knowledge such as science, mathematics, or the arts.
• Institutional support and access to technological resources: It is vital to have the support of educational institutions and public administrations to provide centers with the necessary technological resources, such as computer devices and robotics kits, as well as access to specialized training for teachers.
• Evaluation and continuous improvement: It is proposed to establish mechanisms for evaluating and monitoring the digital skills acquired by teachers, allowing the identification of areas for improvement and the adaptation of training programs to the changing needs of the educational environment.
• Inclusion and diversity in digital training: It is crucial to guarantee that training in digital skills takes into account the diversity of educational contexts and the specific needs of all students, promoting inclusive and equitable education.
• With these recommendations, we seek to contribute to strengthening the digital competence of teachers in the area of block programming and educational robotics, recognizing their importance in preparing students for a digitalized and constantly changing future.

Based on the proposed recommendations and the findings, we present a proposal for the practical application of training actions aimed at improving teachers’ digital competence in the field of block programming and educational robotics. This proposal is structured in several phases and key activities:

Phase 1: Needs Diagnosis and Planning

• Initial competency assessment: Conduct an initial assessment to determine the current level of digital competence of teachers in block programming and educational robotics. This could include surveys, interviews, and classroom observations.
• Identification of specific needs: Based on the results of the evaluation, identify the specific areas where teachers need greater support and training.
• Development of a training plan: Create a personalized training plan that addresses identified needs, establishing clear objectives and realistic timelines.

Phase 2: Training Implementation

• Workshops and training courses: Organize workshops and courses that cover fundamental aspects of block programming and educational robotics, with a practical approach that includes hands-on activities.
• Training in teaching tools and resources: Provide training in the use of specific tools such as Scratch, Arduino, LEGO Education, among others, as well as in the creation and application of innovative teaching materials.
• Interdisciplinary projects: Promote the implementation of interdisciplinary projects in which teachers apply programming and robotics in varied teaching contexts, collaborating with colleagues from different areas.

Phase 3: Support and Monitoring

• Continuous mentoring and advising: Establish a mentoring and advising system in which the most experienced teachers support their colleagues in the implementation of the acquired knowledge.
• Continuous evaluation: Conduct periodic evaluations to measure progress and adjust the training plan as necessary.
• Creation of communities of practice: Promote the creation of communities of practice where teachers share experiences, resources and teaching strategies.

Phase 4: Curricular Integration and Practical Application

• Development of integrated teaching units: Help teachers develop teaching units that integrate block programming and robotics into the existing curriculum.
• Application in the classroom: Support teachers in the implementation of these teaching units, providing the necessary technological resources.
• Feedback and improvement: Collect feedback from students and adjust teaching strategies based on results and experiences in the classroom.

The effective implementation of these training actions requires continuous commitment from both teachers and educational institutions. Furthermore, the support of educational authorities in terms of resources, time and recognition of professional development is essential. This proposal is expected to significantly improve the digital competence of teachers in block programming and educational robotics, thus benefiting the teaching-learning process in primary education.

5. Sustainability

The findings and recommendations described are clearly connected to the development of sustainability in education. Our study reveals important gaps in the development of digital competencies, despite the fact that teachers recognize advanced knowledge in active pedagogies.

The need to design training and professional development programs that improve the digital competence of teachers, especially in robotics and educational programming, is evident. These efforts will not only address the gaps identified but will also contribute to more sustainable and equitable education, which is essential in the current context.

Sustainability in education, as addressed in this study, is shown in strengthening teaching digital competence. Equipping teachers with advanced digital skills in areas such as block programming and educational robotics promotes a pedagogical approach suitable for the challenges of the 21st century. This approach instills critical skills such as computational thinking, creativity and problem solving, which improves the quality of education and prepares students for active participation in an increasingly digitalized economy, thus supporting sustainable socioeconomic development.

Additionally, the integration of educational robotics and block programming into the school curriculum promotes an active, student-centered learning experience. This approach contributes to a more inclusive and equitable educational model, aligned with the United Nations Sustainable Development Goals. Thus, this study not only highlights the importance of improving digital competence among educators but also demonstrates how this improvement can be a key factor for sustainable development in contemporary society.