Abstract
Objectives The purposes of this study were to analyze the current status of digital competencies reflected in the general major (17 subjects) curriculum among the 2022 revised health & welfare specialized subjects. Methods In order to achieve the research objectives, the degree of reflection related to digital competency reflected in the health and welfare subject (group) curriculum items (1. personality and goals, 2. content system and achievement standards, 3. teaching and learning, 4 evaluation) was analyzed using the curriculum mapping (CCM) method based on the DigComp 2.2 Framwork announced by the EU-JRC (2022). And the actual reflection cases were analyzed using a qualitative method. Results Among the 2022 revised health and welfare specialized courses, “2. Communication and Collaboration” was the highest at 26.7%, followed by “1. Information and data literacy” (22.0%), “3. Digital content creation” (18.7%), and “5. Problem solving” (18.3%). And “4. Safety” (14.4%) was the lowest, so it is judged that it is necessary to supplement related contents through teaching and learning activities. Conclusions In order for prospective professionals to adapt to the digitalized work environment in the health and welfare sector and implement the digital capabilities necessary to perform related jobs, it is necessary to develop training programs that can improve teachers' digital capabilities and research related to the establishment of teaching and learning environments.
Published Version
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