Introduction: Educational curriculumshave been modified to develop students' digital competence. Due to its relevance, the aim of the study was to analyse the differences between the level of digital competence according to gender, absenteeism in the last month and the results of the last assessment in Spanish adolescents. Methodology: 618 students aged 12–16 years completed the Digital Competence Scaleand a battery of socio-demographic data. Results: Significant differences were found according to gender, but not in the case of school absences. Regarding academic assessment, significant differences were found between students who had 3 or more failures and those who passed all subjects, as well as those who had 1 or 2 failures.Discussions: Gender differences may be due to the gender digital gap. The lack of significant differences in terms of absenteeism canbe because adolescents are digital natives. The results aligning with previous studies in terms of academic assessment may be due to the Spanish curriculum. Conclusions:It calls for reflection on teaching practice and curriculum design to improve digital competence.
Keywords: Analysis of variance; Digital competence;Gender;Absenteeism; Academic assessment; Spanish students; Compulsory Secondary Education; Student’s t test.
Fuster-Rico, A., Aparicio-Flores, M.P.,Pérez Marco, M. y Antón Ros, I. (2025). Diferencias en el nivel de competencia digital de los adolescentes españoles en función del género, las faltas de asistencia escolar y la evaluación académica[Differences in the level of digital competence of Spanish adolescents by gender, absenteeism and academic assessment]. European Public & Social Innovation Review, 10, 01-14. https://doi.org/10.31637/epsir-2025-301
