- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The quality of teaching practice is considered one of the key elements in achieving educational success for all students, which is why Article 102 of Organic act 2/2006, of 3 May, on Education, modified by Organic Act 3/2020, of 29 December, presents it as a right and a duty of teachers and establishes that educational administrations shall develop programmes for their permanent updating and adaptation, which shall include the use of information and communication technologies. Without prejudice to the transfer of educational competences to the Autonomous Communities and those attributed to the General Secretariat for Vocational Training, point 2 of Article 3 of Royal Decree 498/2020, of 28 April, which develops the basic organic structure of the Ministry of Education and Vocational Training, assigns these functions to the National Institute of Educational Technologies and Teacher Training. Specifically, teacher training in the use of digital technologies in teaching and learning processes is crucial to ensure that all students acquire the digital skills necessary for their full social and professional integration, which is one of the aims of the education system established in Article 2 of Organic Act2/2006, of 3 May, on Education, modified by Organic Act 3/2020, of 29 December, and to guarantee the right to digital education stipulated in article 83 of Organic Act 3/2018, of 5 December, on the Protection of Personal Data and Guarantee of Digital Rights and which is also referred to in article 33 of Organic Act 8/2021, of 4 June, on the comprehensive protection of children and adolescents against violence.
In addition to the ordinary programmes derived from the above, the educational policies linked to these objectives have been reinforced with measure 6 - Digitalisation and Digital Skills Plan for the Education System - included in line of action 3 of the national digital competence plan, which in turn develops the third strategic axis of the agenda Digital Spain 2025.Objectives
To train teachers in developing students' digital competences and in the appropriate use of digital technologies in teaching and learning processes, including those taking place in virtual environments, adapting the pedagogical strategies used accordingly.
To update, through digital media, the scientific, pedagogical and didactic training of teachers, as well as that relating to coordination, guidance, tutoring, inclusive education, attention to diversity, equality and the organisation and functioning of schools to improve the quality of education.
Description
The National Institute of Education Technologies and Teacher Training (INTEF) is also responsible for the integration of ICT in non-university education. INTEF, in collaboration with the Autonomous Communities, offered four types of online courses for teacher continuous professional development (CPD):
- online tutored courses specifically for teachers; these combine expert support and follow-up with peer-to-peer exchange, teamwork and peer assessment. Successful completion is recognised with an official digital certification;
- massive open courses of varying duration: MOOC, with an estimated effort of 25 hours, and NOOC, with an estimated effort of 3 hours. They address topics of general interest to the education community and do not receive tutored follow-up, have a course facilitator and the evaluation is carried out among the participants themselves who, after passing, receive a digital badge;
- self-training through SPOOC and the EduPills application for mobile devices with micro-training cards;
- experimental projects that combine online training periods with those of application in the classroom. These projects are monitored to evaluate their impact on student learning. This is the case, for example, of the School of Computational Thinking and AI.
The education ministry, through INTEF, launched an Open badge backpack, the digital service currently used to issue badges based on the successful completion of INTEF's open massive...
The National Institute of Education Technologies and Teacher Training (INTEF) is also responsible for the integration of ICT in non-university education. INTEF, in collaboration with the Autonomous Communities, offered four types of online courses for teacher continuous professional development (CPD):
- online tutored courses specifically for teachers; these combine expert support and follow-up with peer-to-peer exchange, teamwork and peer assessment. Successful completion is recognised with an official digital certification;
- massive open courses of varying duration: MOOC, with an estimated effort of 25 hours, and NOOC, with an estimated effort of 3 hours. They address topics of general interest to the education community and do not receive tutored follow-up, have a course facilitator and the evaluation is carried out among the participants themselves who, after passing, receive a digital badge;
- self-training through SPOOC and the EduPills application for mobile devices with micro-training cards;
- experimental projects that combine online training periods with those of application in the classroom. These projects are monitored to evaluate their impact on student learning. This is the case, for example, of the School of Computational Thinking and AI.
The education ministry, through INTEF, launched an Open badge backpack, the digital service currently used to issue badges based on the successful completion of INTEF's open massive online training.
In 2019 the online training modalities focused on a new objective, to integrate the needs and interests of the entire education community: strengthen the collaboration between teachers and families; disseminate institutional initiatives; raise awareness or train on topics of general interest (including the improvement and development of digital competence); support minors to improve their digital competences and adopt measures to make a safe use of the Internet. For tutored courses aimed only at teachers, two experts ensure that both the subject and digital competences are correctly implemented.
Most of the tutored courses were aimed at all teaching profiles, including those in VET. However, following priority lines set by the new Ministry for Education and Vocational Training (MEFP) regarding the promotion of VET models for innovation and employability, the courses Professional future were held during 2019; the main objective was to align teaching practice with European education policies and state of the art in this area. These courses were in the framework of the public call for places on network training courses for the continuing education of teachers working at pre-university levels, and the training course on the development of the management function, published at the end of 2018 to be implemented during 2019.
A new version of the course Vocational training: from educational policies to practice in the classroom, has been scheduled for 2020. Three face-to-face training activities also took place in the 2019 summer courses specifically aimed at VET teachers.
The first edition of the Vocational training: from educational policies to classroom practice course ran from March to May 2020 as part of the 2020 call for online tutored courses.
Due to the COVID pandemic and the need to give continuity through distance education to the teaching-learning process during the lockdown period, and to provide support to the different scenarios that would have to be faced during the 2020/21 academic year, the Ministry of Education and Vocational Training, through the INTEF, adopted the following measures regarding its training offer:
- modification of the call for tutored courses by resolution of May 27, to offer six new specific courses on distance and online education;
- selection of training materials and creation of a space for collaboration and answering teachers' questions on the web Resources for online learning. This environment was operational from 13 March to 22 October, 2020, when it was replaced by the ConectaTIC support space for digital education.
On-line training activities for the professional development of non-university teachers, including vocational training teachers, continued to be offered, and the ConectaTIC digital education support website was kept up to date.
In addition to the annual call for online tutored courses aimed at teacher training, a specific call was published for training on the new curriculum derived from Organic Act 3/2020, of 29 December, which modifies Organic Act 2/2006, of 3 May, on Education. This call was financed by the European Union through the Next Generation EU funds within the national recovery and resilience plan, associated with reform 2 of component 21. The training on this new curriculum affects the teachers who teach the common areas of the Basic level VET. The call consisted of 3 editions, in each of which the following courses were offered:
- from the curriculum to classroom practice;
- learning situations for the development of competences;
- evaluation of competences through performance.
In May 2023, the annual call for online tutored courses aimed at teacher training was published providing 5 600 places available, distributed over 22 courses.
In April 2024, the annual call for online tutored courses aimed at teacher training was published, providing 6 750 places available and distributed over 14 courses.
In the field of VET, the General Secretariat for Vocational Training published a call for online courses for the training of teachers who teach vocational training grades D and E in collaboration with the Naturgy Foundation. The courses were:
- sustainability applied to the production sector (introduction);
- sustainability applied to the production sector (in-depth study).
Bodies responsible
- Ministry of Education and Vocational Training (until 2023)
- Ministry of Education, Vocational Training and Sports
- National Institute of Qualifications (INCUAL)
Target groups
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
Other
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Teacher training through digital environment: Spain. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28199