UNESCO (2008) highlights the importance of reviewing and adapting university training programmes in relation to the integration of ICT. In thisvein, governments and institutions around the world are already developing digital literacy frameworks with the aim of empowering Europeanuniversity students, through the study and practice of digital literacy improving their professional prospects (Alexander et al., 2017). In this way,they are also on track to achieve the 4th sustainable development goal proposed by the United Nations (2015), which is to promote lifelonglearning opportunities for all learners.
However, Coffin and Pérez (2014) argue that universities generally take digital literacy treatment for granted and therefore do not worry aboutassessing it. Nevertheless, both university teachers and pre-service teachers have expressed their concern about their lack of competence inthe use of ICT (Instefjord & Munthe, 2017). This is why the European universities in which the degrees of Early Childhood Education andPrimary Education are taught must develop strategies to ensure students to develop digital literacy during pre-service teacher training, since itis one of the variables that affect their subsequent teaching practice (Hobbs & Coiro, 2018).
Digital literacy must be understood as a set of skills related to the functional use of technology, linked to the access and use of different devicesand applications, the creation of digital resources (Spante, et al., 2018), as well as the ability to evaluate, contrast, understand and useinformation in multiple formats (Chan, Churchill & Chiu, 2017; OECD, 2015). Based on van Deursen (2010), Area and Pessoa (2012),Rodríguez and Igartua (2016)’s works, it is established a proposal of theoretical dimensions based on the skills that the knowledge societycurrently demands for the digital citizenship and specifically, to the teaching role, which should be considered in university curricula:
1. Technical-instrumental: knowledge of the components of a computer, use of different hardware, software and ICT for the particular purpose,as well as the diagnosis and solution of the problems associated with them.
2. Analytical: refers to the management of word and data processors, as well as the creation of forms and reports through the synthesis andinterpretation of data. Programming skills are also included.
3. Critical-cognitive: ability to search and select the information available in the network in any format, being able to examine its veracity. It alsorefers to the critical analysis of emerging technologies, considering their potentialities for educational practice.
4. Creativity and innovation: ability to turn ideas into digital resources by taking care of their quality and aesthetics. As well as the search forcreative solutions to educational problems through the use of ICT.
5. Social-civic: skills for the dissemination of information in any format and through various channels with the educational community. Also,present a positive attitude towards collaborative work and maintaining an ethical and legal behaviour in network.
6. Security: ability to manage digital identity and not to take risks on the network. Thus, teachers must protect both their personal informationand that of their students, discriminating the contents they can make public on their social networks.
Consequently, digital literacy encompasses the development of various skills to be considered in the European pre-service teacher training.Thus, universities should not focus solely on teaching the use of technology, but also in online safety and digital citizenship, encouragingcreativity, developing problem solving skills, sharing educational resources and taking part of an educational virtual community (e.g.,eTwinning). According to this, the aim of this paper is to know how these digital literacy skills are addressed during pre-service teacher trainingin Spanish university curricula.

The present study was carried out by means of a documentary analysis of the curricula of Early Childhood Education and Primary Education degrees of five Spanish universities. Therefore, our research is part of a mixed and exploratory research methodology based on previous studies (Valencia, Mínguez & Martos, 2020). The research has been structured around the following phases: selection of the university curricula to be evaluated, establishment of descriptors used to identify the treatment of digital literacy in the above-mentioned degrees and analysis of the data obtained. In relation to the first phase, five public universities were selected at random: University of Extremadura, University of Alicante, University of Sevilla, University of Oviedo and Juan Carlos King University. Access to the pre-service teachers’ curricula, for the 2019/2020 academic year, was made through the web of each university. The sample consists of a total of 468 subjects files belonging to the degrees of Early Childhood Education (220 subjects) and Primary Education (248 subjects). Finally, curricula of Primary Education Degree of the University of Seville have not been analyzed because they were not available at the time of their search. The sample is not intended to be statistically representative. Once the teaching guides were downloaded, the content of the curricula was analysed. For this purpose, the following descriptors were taken into account: «digital», «digitized», «virtual», «technologies», «technology», «technological», «ICT», «LKT -Learning and Knowledge Technologies-», «EPT -Empowerment and Participation Technologies-», «RICT -Relationship, Information and Communication Technologies-», «digital literacy», «information society», «author tools», «applications», «apps», «multimedia», «intellectual property», «social networks», «network security», «computer science» and «audiovisual». In particular, information has been extracted from the learning aims, competences, contents, learning outcomes, methodology and assessment systems of the selected subjects. These data have been categorized into registration tables. Finally, the content analysis was carried out, which resulted in a descriptive analysis taking into account the descriptors mentioned above.

Data obtained show that in the degree of Primary Education 62.9% of the subjects include professional competence related to digital literacy and only 26.6% includes at least one specific content on educational technology. It is noteworthy that only 5.6% of the subjects contemplate the use of ICT in their evaluation, despite the fact that 11.3% include at least one learning outcomes related to the acquisition of digital literacy skills. Considering the degree of Early Childhood Education, it is observed that 57.3% of the subjects include digital literacy in their competences, 25% in their content, 19.1% in their evaluation and only 5.9% in their learning outcomes. In addition, methodology analysis shows that subjects of both degrees generally do not specify which practical activities are to be developed that encourage the use of ICT. The findings are in line with other studies (Martínez & Torres, 2017; Zempoalteca et al., 2017) that claim that apparently, the ICT have entered only in a superficial way in the university teaching. Therefore, it is pointed out that it is necessary to specify in the curricula of the subjects of both degrees how the dimensions addressed in this study will be worked in order to digitally literacy European university students. This reorganisation of curricula should be based on a collective reflection of teachers, Education Faculties or HEI for pre-service teachers and European governments, because as stated by Frau-Meigs, Velez and Michel (2017), European countries lack a unified framework on how digital literacy should be taught at different stages of education. Moreover, it is necessary to contemplate the use of technologies in the practical sessions of the different subjects in order to ensure that their knowledge is not relegated only to the theoretical field or to a single subject in the pre-service teacher training.

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