Educating to Transform: Feminist Critical Digital Literacy in Teacher Professionalization

This abstract is framed within a doctoral dissertation that examines the challenges of education in the twenty-first century, particularly at the intersection of digital training and identity construction in sociotechnical environments. In a context where digital interaction dynamics (e.g., likes, shares, trends, and comments) shape processes of socialization and identity formation, digital (Redecker, 2020), democratic (Evans et al., 2018), and educational competences (RD 126/2022; RD 218/2022), together with the requirements established for pre-service teachers (LOSU, 2023), call for preparation grounded in an intersectional gender perspective within the digital sphere.

In response to this need, the study analyzed the critical capacity of pre-service teachers through the examination of social media excerpts widely consumed by Generation Alpha. The research was grounded in Grounded Theory and Feminist Critical Discourse Analysis, complemented by a mixed-methods approach to data analysis.

Findings reveal a significant lack of critical digital competence from a gender-informed perspective, regardless of participants’ gender identity. Notable resistance emerged regarding expressions related to new masculinities, transgender identities, and diverse sexual orientations. Low scores were also identified in areas concerning racialization, sexualization, gender roles and stereotypes, and affective-sexual relationships.

The study underscores the need to develop the SoGenDigCompEdu framework in order to foster comprehensive teacher education capable of promoting meaningful “onlife” social transformation.