Making use of digital technologies and all the possibilities that benefit education is one of the objectives of the European Framework for the Digital Competence of Educators, as well as their potential for personal development and social inclusion, among other aspects. The aim of this study was to validate the «DigCompEdu Check-In» scale as an instrument for the self-reflection of educators regarding their digital competence from the perspective of social inclusion. This questionnaire provides a more accurate view of the digital competence framework and allows self-evaluating the strengths and weaknesses/needs of educators in digital learning. Exploratory and confirmatory factor analyses were performed, using structural equations. The study sample consisted of 2,262 faculty members from different public universities of Andalusia (Spain). The obtained results show the reliability and validity of the instrument and allow generating accurate scientific knowledge for the improvement of education quality and social inclusion, in both university and non-university institutions.

利用数字技术和所有有利于教育的可能性是欧洲教育工作者数字能力框架的目标之一，以及他们在个人发展和社会包容等方面的潜力。本研究的目的是验证«DigCompEdu Check-In»量表是否可以作为教育工作者从社会包容的角度对他们的数字能力进行自我反思的工具。该问卷提供了对数字能力框架的更准确视图，并允许自我评估教育工作者在数字学习中的优势和劣势/需求。使用结构方程进行探索性和验证性因素分析。研究样本包括来自安达卢西亚（西班牙）不同公立大学的 2,262 名教职员工。