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The last five years have been witnessing the publication of two crucial documents in the field of language teaching and technology: ‘CEFR: Companion Volume with New Descriptors’ (Council of Europe, 2018) and ‘DigCompEdu’ (Punie & Redecker, 2017). These publications will be decisive for the design of new study plans aimed at the training of language teachers at all levels. This article describes the connection found between the second mentioned document and two of the subjects delivered by the researcher. One of these subjects is offered optionally in the fourth course of the bachelor’s degree in English studies, and the other one is included within the second year of a master on Information and Communication Technology (ICT) applied to language studies. Since the launch of both subjects in 2009 and 2010 respectively, the enrolled students have been providing detailed feedback about their digital competence levels and the course itself. These data, added to the information retrieved from the satisfaction questionnaires distributed by our university, have contributed to depict a detailed map of the level of digital competences of students who come from different parts of Spain and other countries.

Training language professionals to be digitally proficient in an undergraduate and postgraduate context