This book presents the results of research conducted at the Enrique Guzmán y Valle National University of Education (Peru), focusing on analyzing the relationship between the development of digital skills and foreign language learning among pre-service teachers. The Foreign Languages program at this institution follows a dual model in which English is required and is complemented by a second foreign language: Italian, French, or German, both with equal curricular weight. The book highlights how the acquisition of digital skills such as information literacy, online collaboration, digital content creation, security, and problem-solving—directly influences the quality of language learning. Based on a theoretical foundation that integrates current pedagogical approaches, it is proposed that mastery of technological tools not only facilitates access to digital resources and environments but also transforms teaching methodologies, fosters student autonomy, and strengthens their role as active agents in the educational process. The work provides empirical evidence on the need to train teachers capable of integrating digital resources into language teaching in a critical, creative, and pedagogically grounded manner. In an interconnected and changing world, this work offers an updated and relevant approach to understanding the challenges and opportunities of university education in the digital age.

This book is included in DOAB.