Current Status and Training Challenges of Digital Competence in Early Childhood Education

Abstract

Digital competence is a multidimensional construct encompassing skills that begin to develop in early childhood through emerging technologies such as educational robotics and artificial intelligence within STEAM-based projects. Its development is supported by strategic communication and the use of educational and media platforms, which foster computational thinking, creativity, and collaboration. The research problem addresses the need to strengthen digital competence in early childhood education, whose importance contrasts with challenges in implementation. This study analyzes its development by identifying pedagogical approaches, strengths, and barriers to effective technology integration. Research questions focus on designing integrated pedagogical models and context-sensitive strategies. The methodology is based on a systematic literature review following the PRISMA framework, with searches in Scopus, Web of Science, ERIC, and Google Scholar. Applying inclusion and exclusion criteria, seven studies with diverse methodological approaches were selected for comparative analysis. Findings show that, despite progress through active methodologies and technologies such as robotics and AI, integration remains limited by insufficient teacher training, lack of resources, and disconnect between policy and classroom practice. These factors hinder coherent, ethical, and contextually relevant implementation. The study proposes a pedagogical model that integrates teacher training, curriculum, and emerging technologies to advance digital competence in early childhood education.