In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals.

For years the technological revolution has been transforming all facets of our society. Teaching could obviously not be an exception but is quite the opposite because of its role in training the individuals of that society. Teachers at all levels of education are subjected to an adaptation process to develop the digital skills necessary for this transformation. This process must be permanent as there are still major deficiencies in teachers’ ICT knowledge and rejection of their application. This study aims to see whether the inadequacy of digital teaching skills also occurs in the Dual Vocational Training modality. To this end, a descriptive quantitative method has been carried out in a sample of teachers from the Professional Formation Dual system in the Autonomous Community of Andalusia. The results show an insufficient level of digital skills that is therefore improvable, finding some factors that influence, to some extent, the various components of digital competence such as prior teacher training, the locality in which their school resides or the category of teaching to which he belongs. Therefore, it is advised to continue to promote in-service training in digital competence for in-service teachers in order to achieve sustainable educational development.