Digital competencies and academic engagement in initial teacher training

Digital competencies and academic engagement are two important, renowned constructs in 21st -century education. This paper analyses the possible existence of a relationship or influence between both concepts and their respective dimensions in the initial teacher -training context. The methodology used is an ex post facto method in which there was a survey with 437 students, 180 from the Degree in Kindergarten Teaching and 257 from the Degree in Primary Teaching. There were two internationally validated questionnaires used to carry out the analysis, which compared sex and education year. The results do not show a difference in gender or year regarding digital competencies, but it does show a difference in academic engagement in favour of women and 3rd -year students. Spearman's Rho test (rs=.313; p<.001) allowed us to conclude the existence of a significant statistical correlation between these variables, although of low effect.