Digital competence in the senegalese classroom of spanish as a foreign language

Senegal is a sub-Saharan country that for some years has introduced the teaching of Spanish as LE, however, it has not been able to develop, effectively, due to the technological illiteracy reflected in the digital competence indices. Therefore, this work aims to analyze the digital competence of teachers in the teaching of Spanish in the African country to identify the existing digital divide and how it would increase its risk of digital exclusion. It also tries to propose didactic digital tools, that is, it offers an innovative proposal that promotes the use of new technologies in the didactics of Spanish in Senegal. From the methodological point of view, this is a mixed qualitative- quantitative research based on the Common Framework of Teaching Digital Competence and the questionnaire designed by the University of La Rioja for the analysis of teaching digital competences. As a sample, teachers and students of Spanish with a foreign language from the Gaston Berger University in Senegal have been selected. The results show that there is a disparity in digital skills, which promotes a digital divide and increases their risk of digital exclusion. Therefore, this research aims to contribute to the development of digital competence in Senegalese universities in order to improve the teaching of Spanish and the development of digital skills.