Özet:

Abstract Competency-based university teaching offers a framework for the comprehensive development of future educators, promoting an integration of knowledge, skills and values in various contexts. This study aims to identify previous experiences, relevant situations and technological resources for the development of innovation, communication and digital competences, considering the perspective of postgraduate students of education. The methodological approach was qualitative, through a self-report with open questions. The participants were 97 students from a Spanish public university, involved in a University Master's Degree in Research in Strategies and Technologies for the Teaching Function in Multicultural Society, during the 2018, 2019 and 2020 courses. After analyzing the students' responses to the open questions, results show the variety of didactic methodologies in the development of the innovation (project-based learning, cooperative learning) and communicative (assembly, dramatization) competencies. The emphasis placed on learning communities is frequent in identifying innovative prior experiences and exemplifying the domain of digital competence. The article concludes highlighting the competency mosaic generated from the 25 categories that represent experiences of educational innovation (creativity, interdisciplinary projects), didactic communication situations (interculturality, non-verbal communication) and repertoire of digital resources (blog, social networks, apps, virtual reality) illustrating relevant practices in educational contexts.

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