The Digital Competence of Vocational Education Teachers and of Learners with and Without Cognitive Disabilities

Abstract

Nowadays, digital competence is required for participation in working life, education, and social activities. Vocational education is the key to teaching and development of digital skills. Technology enhanced learning offers enormous potential for improving equal participation and reducing access barriers. In order to meet the demands for equal access to digital technologies, to a digitized labor market and to an inclusive education system, teachers and learners need to have the necessary expertise. A survey was conducted using the Digital Competency Profiler (DCP) to explore the digital competence of teachers and learners in vocational education. The items were adapted linguistically according to requirements for people with cognitive disabilities. The aim is to identify possible gaps in the development of digital competencies in three survey groups: teachers in vocational training, trainees in food occupations, and employees with disabilities of sheltered workshops. The digital technology usage habits of the test groups are analyzed and possible differences are determined. Based on an expert assessment of the DCP items, 13 relevant competencies for vocational education are defined. Overall, the participants consider their digital competence to be good. The competencies sending text messages, making phone calls and watching videos show the highest frequency and confidence in the total sample and the competencies creating documents, writing e-mails and managing online accounts the lowest. The index value social competency is particularly high in comparison to the epistemological competency. Needs for intervention are identified, such as the systematic qualification of teachers and learners as condition for digital learning in vocational education.