Assessment of Information Competence and Information Literacy in Teachers: A Sociodemographic Study Based on the DigComp Framework

Abstract

In the context of digital transformation, teachers’ information literacy has become a key factor for critical and effective teaching. This study seeks to determine its assessment and strengthening through a training intervention based on the Flipped Classroom model with a Massive Open Online Course (MOOC), supported by the DigComp Framework. To this end, a quasi-experimental pre-test–post-test design with a single group was used, complemented by comparative and correlational analyses according to sociodemographic variables. The study involved 810 primary school teachers from the Lambayeque region of Peru, considering sociodemographic variables such as age, gender, educational level, teaching experience, UGEL, and geographic area. It was found that teacher training based on the Flipped Classroom model with MOOC produced a statistically significant improvement in teachers’ information and digital literacy skills, evidenced by the increase in the post-test compared to the pre-test and confirmed by the Wilcoxon test (p < 0.05). It is concluded that training through Flipped Classroom with MOOC significantly strengthened teachers’ information skills; however, sociodemographic variables influence the levels and improvement achieved, which requires differentiated training strategies.