The purpose of this study was to analyze digital competencies of student teachers in Early Childhood Education and Primary Education of the Faculty of Education, Economy and Technology of Ceuta of the University of Granada. Specifically, we investigated the degree of competence in digital ethics that future teachers acquire, develop and/or enhance throughout their university training process. To achieve this purpose, we utilized a specifically designed and tested questionnaire, entitled "Questionnaire of Digital Competences for Citizenship with support in Ethics (QDCCE)", for which we calculated its psychometric properties. Results reveal that future male teachers are highly competent in the area of security, while future female teachers are competent information and data literacy. Additionally, both male and female student teachers demonstrated techno-pedagogical and social inclusion skills. The degree of performance is also influenced by the socio-economic diversity of the student teachers. Student teachers with medium-high socio-economic status are more skilled in information and data literacy, while those with medium-low socioeconomic status excel in communication, collaboration, and problem solving skills.