The article “Exploring the Use of YouTube Across Different Teaching Groups: A Digital Profile Analysis” examines, from a digital competence perspective, how YouTube is used by pre-service and in-service teachers in Early Childhood and Primary Education, as well as by Higher Education faculty.
Building on the scarcity of studies specifically focused on these skills, the study sets out three clear aims: to describe the level of digital competence related to YouTube use, to compare differences across teaching groups and educational stages, and to identify predictors that explain more competent, pedagogically oriented uses of the platform.
Methodologically, the research adopts an ex post facto, cross-sectional design with a large sample (n = 1706) and employs a previously validated instrument (Guillén-Gámez et al., 2023) structured around three dimensions: information search and selection, interaction and sharing, and content creation.
The findings reveal a consistent pattern: self-perceived competence is medium to high in tasks related to information consumption and management (searching, filtering, selecting, sharing, or subscribing), but low in production-related skills (editing, enriching, and creating educational video materials). In addition, significant differences emerge across groups, reinforcing the idea that there is no single “teacher profile” for YouTube use, but rather diverse trajectories and training needs depending on educational stage and professional status.
The main contribution of the study lies in its applied dimension: it shows that the key challenge is not merely “using YouTube,” but integrating it pedagogically through content creation and editing skills, and it calls for differentiated training approaches tailored to specific teaching groups. Among the most relevant predictors are variables such as gender, subscribing to and creating educational channels, and specific editing skills (e.g., adding images or questions), which point to highly targeted and assessable professional development actions.
Overall, the article provides a useful framework for designing professional development programs that move teachers from passive consumption of resources toward didactic production and the critical use of YouTube as an educational tool.
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How to Cite: Guillén-Gámez, F. D., Quintero-Rodríguez, I., & Colomo-Magaña, E. (2025). Exploring the use of YouTube across different teaching groups: a digital profile analysis. RIED-Revista Iberoamericana de Educación a Distancia, 28(1), 157–176. https://doi.org/10.5944/ried.28.1.41334
