The authors have developed a psychometric instrument with the purpose of assessing the digital competencies of teachers in aspects of cybersecurity. From the collection of data, different secondary objectives were carried out: (1) identify if there were significant differences regarding gender; (2) understand if there are significant differences based on various actions (use of different operating systems, two-step authentication, use of different passwords for applications and profiles), for each gender; (3) identify if the frequency of updating of passwords in LMS, emails, RRSS and apps correlate with the digital competencies of teachers in training, for each gender. For this purpose, an ex post facto ad hoc design was used based on a sample of 220 students enrolled in a Primary Education and Early Childhood Education course at the University of Malaga (Spain). The results show that the digital skills of these teachers of the future are at a low level, and that they find it hard to navigate their way in this new world. It is also concluded that there are significant differences with respect to gender in terms of various cybersecurity actions (use of the Mac operating system; two-step authentication). In addition, it was found that the frequency of updating passwords in LMS, emails, RRSS and apps affects the competences of the teachers in training in security and prevention, in both genders.