Acquisition Of Digital Competences Research Articles

Digital competences of university students after face-to-face and remote teaching: Video-animations digital create content

In today's digitally advanced society, there is a need to focus on collaborative educational approaches of a socio-community nature that incorporate technology. From this perspective, the FEJYLEN and FEJYLENVAL programs were conceived and implemented for both remote (online) and face-to-face teaching. These programs are based on an E-Learning-Service methodology, enabling the training of university students in digital skills, and facilitating the transfer of their interactive educational video-animations to early childhood education centers. The study sample consisted of 221 students enrolled in Early Childhood Education and Speech Therapy Degrees. The study had two objectives: first, to compare digital competences before and after participating in the mentioned programs; and second, to evaluate the impact of the type of teaching and university training on the acquisition of digital competences. The findings indicate that students receiving face-to-face teaching demonstrated significant improvement across all digital competences' factors with a medium-high effect size. Conversely, for students receiving remote instruction, improvements were limited to only certain skill factors. Our study reveals that face-to-face teaching is associated with higher scores in digital competencies and more efficient digital content creation. In conclusion, this research highlights the advantages of face-to-face teaching in comparison to remote instruction. This has facilitated a closer connection between the university and the realities faced by educational centers, fostering the exchange of knowledge between learning communities.

Digital Transformation of the Resource Potential of Accounting and Analytical Workers in the Preparation of Competitive Actors of the Service Sector

The article is devoted to a comprehensive study of the digital transformation of the resource potential of accounting and analytical workers in the preparation of competitive actors in the service sector. The purpose is to consider the competencies of accounting and analytical workers as an integral part of the resource potential in the context of digital economy transformation. The low level of digital competencies causes the lack of new skills as components of resource potential in terms of economic growth. In this regard, the topic of the study is relevant. The scientific novelty of the research consists in development of universal model of digital competences for workers of registration and analytical positions as a derivative of resource potential. It was concluded that the digital transformation of the resource potential of accounting and analytical specialists consists in the acquisition of digital competencies, which contributes to economic growth and the development of competition, favorably affecting the improvement of the service sector in the country, thought indirectly. The research method was not based on individual methods, but on their combination. Working on the article the author used cognitive and systemic approaches.

Designing a curriculum for digital competencies towards teaching and learning

The COVID-19 pandemic initiated a fundamental change in learning and teaching in (higher-) education [HE]. On short notice, traditional teaching in HE suddenly had to be transformed into online teaching. This shift into the digital world posed a great challenge to in-service teachers at schools and universities, and pre-service teachers, as the acquisition of digital competences was no longer an option but a real necessity. The previously rather hidden or even neglected importance of teachers’ digital competences for successful teaching and learning became manifest and clearly visible. 
 In this work, we investigate necessary digital competences to ensure high quality teaching and learning in and beyond the current COVID-19 pandemic. Based upon the European DigComp 2.1 (Carretero et al., 2017), DigCompEdu (Redecker, 2017) frameworks, the Austrian Digi.kompP framework (Virtuelle PH, 2021), and the recommendations given by German Education authorities (KMK 2017; KMK 2021; HRK 2022), we developed a curriculum consisting of 5 modules: 2 for individual digital media competence, and 3 for media didactic competence. For each module, competence-oriented learning goals and corresponding micro-learning contents were defined to meet the needs of teachers while considering their time constraints.
 Based on three online workshops, the curriculum and the corresponding learning goals were discussed with university teachers, pre-service teachers, and policymakers. The content of the curriculum was perceived as highly relevant for these target groups; however, some adaptations were required. From the university teachers’ perspective, we got feedback that they were overwhelmed with the situation and urgently needed digital competences. Policymakers suggested that further education regarding digital competences needs to offer a systematic exchange of experiences with peers. From the perspective of in-service teachers, it was stated that teacher education should focus more on digital competences and tools.
 In this paper, we will present the result of the workshop series that informed the design process of the DIGIVID curriculum for teaching professionals.

Formation of digital competence of future doctors in the study of the educational component «Medical informatics»

The article considers and analyzes the problem of students’ acquisition of digital competencies in the study of the educational component «Medical Informatics» in the institution of higher education. The purpose of the article is to analyze the theoretical essence and content of the concept of digital competence and the competence of future doctors in the field of digital health care. Consider digital medical education and the acquisition of digital competence by students of higher medical educational institutions of Ukraine, using as an example the acquisition of digital competence in the study of the educational component «Medical Informatics». To achieve this goal, the analysis and synthesis of search results in information systems to determine the concepts of research, methods of expert evaluation, testing, questionnaires, observation, modeling, forecasting. The process of implementation of information processes in the field of health care, which involves the use of digital technologies, and determines the priority need for future health professionals to acquire relevant practical skills vital to medical records, medical and social data, patient morbidity analysis, etc., was considered. The program of the educational component «Medical Informatics» is based on practical experience of applied medical and biological specialties and works in the context of systems and organizations of clinical and public health for the development of experiments, interventions and approaches. This depth of methods of medical informatics determines the basis of the discipline and ensures its consistency with the definition of a common set of basic digital competencies. Acquisition of basic digital competencies in the study of the educational component «Medical Informatics», which is both medical and scientific and technological areas, makes teaching medical students the basics of problems and tasks aimed at using authentic digital data and systems aimed at building future competencies of doctors in the field of medical informatics are important and necessary for a student with one basic type of education that meets the needs and career goals of the future doctor. In accordance with the requirements of the Standard, the educational component «Medical Informatics» provides students with key digital competecies, which assume that future physicians will be creative, ask the right questions, demonstrate scientific skepticism, question past approaches, and strictly apply planning methods of experiments, data analysis and assessment theory. It is established that the integrative learning outcomes, the formation of which is facilitated by the educational component «Medical Informatics» is the formation of the future doctor’s competence in the field of digital technologies.

T-MOOC for Initial Teacher Training in Digital Competences: Technology and Educational Innovation

Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presence of technologies in the development of educational tasks means that the acquisition of Digital Competences (DC) by teachers and students in training goes beyond the mere mastery of content and teaching methodologies. The research presented aims to analyze the educational possibilities of T-MOOCs for the development of DC in teachers, and as resources that favor autonomous and collaborative learning in innovative scenarios. The study sample is made up of 313 students of the Primary Education Degree at the University of Seville (Spain). For this purpose, two online questionnaires (Google Forms) were applied at the beginning of the course: the Digital Teaching Competence Questionnaire (DigCompEdu), and the Content Questionnaire: Digital Resources and Digital Pedagogy. The results obtained show that the students’ level of both digital competences and subject content is low to medium, so that training in educational technology is required for the acquisition of key digital competences. Based on the data obtained, the following actions are proposed: (a) The concretion of the contents structured by means of a learning guide and e-activities to be developed by the student body, taking into account the United Nations guidelines with regard to the Development of Sustainable Objectives; (b) The creation of a training and innovative environment under the T-MOOC architecture, based on open and distance learning due to the current health situation of COVID-19, which, on the one hand, empowers students to use digital tools, and on the other hand, facilitates the acquisition of the SDGs; and (c) The evaluation of the T-MOOC designed as a resource for autonomous, collaborative, guided learning in emerging contexts in which technologies and educational innovation play an important role for sustainable development.

Increasing Women’s Employment Opportunities in Digitalizing Saudi Arabia’s Economy

While the Saudi Arabian government is looking for options to diversify its economy through innovation and the use of digital technologies to drive economic growth, likely in response to the global drop in oil prices, the participation of women in digital technologies in religiously conservative societies like Saudi Arabia is a poorly researched topic. Based on a theoretical framework suggesting the applications and construction of technological knowledge and skills for improving the prospects of women’s employment in digital technologies, this study investigates the impact of information and communication technology (ICT) skills on employment opportunities in digital technologies for women in Saudi Arabia. The structuration theory adopted in this study explained how social structures, such as government institutions, academia, and businesses, play a key role in regulating the interaction of agents (both insiders—organizational employees and outsiders—potential job applicants) with technologies and, as a result, the acquisition of digital competencies, which can be used to find jobs, self-employ, or advance up the digital career ladder. The data gathering tool was semi-structured interviews, which matches well with the qualitative research approach utilized in this study. The study investigates the perspectives of individuals who are directly involved in the employment, knowledge, and training of Saudi Arabian women. Though participants from government groups believe that suitable law for equal education, training, and job opportunities is documented as part of Vision 2030, data does not provide insight into how equal opportunities rules are implemented in the labour market. The study’s findings suggest that the barriers to Saudi women’s engagement in digital technologies can be reduced by enforcing the equal opportunity norm within social institutions.

ПЛАТФОРМА «ДІЯ» ЯК ІНСТРУМЕНТ РЕАЛІЗАЦІЇ ПОЛІТИКИ ЦИФРОВІЗАЦІЇ СУСПІЛЬСТВА В УКРАЇНІ

Currently, Ukraine is confidently implementing a targeted program to digitize society and a variety of activities, thereby improving everyone's access to information. The policy of digitalization of society provides for the implementation of measures of integrated action that can affect the economic, social, scientific, technical and other spheres of public life, the development of digital infrastructures, the acquisition of digital competencies by citizens. Digitization products such as the Diya platform are already changing the lives of Ukrainian citizens, and it is important to understand how this is happening in order to plan the government's next steps in digitizing society. Regulatory and legal support of digitalization policy has contributed to the formation of clear principles, compliance with which is problematic in practice. Nevertheless, digitalization is penetrating the public sphere, where it manifests itself in forms such as e-democracy, digital workplace, Open data, blockchain and digital platforms. Analysis of the use of the digital platform "Action" revealed its advantages and disadvantages, which will be important for further improvement of both the digital product and the organization of its use in the public sphere. With a balanced state approach, digital technologies will stimulate the development of an open information society as one of the essential factors of democratization, economic growth, as well as improving the quality of life of citizens. Ukraine's integration into European and global information systems and infrastructure is the result of the systematic implementation of information and communication and digital technologies. Ukraine's integration into European and global information systems and infrastructure is the result of the systematic implementation of information and communication and digital technologies. The main tasks of Ukraine in the field of digitalization are overcoming institutional barriers, launching digital transformation projects at the national level, attracting investment, stimulating the development of digital infrastructures and creating needs for the use of digital technologies by citizens.

La autopercepción de la competencia digital ciudadana del alumnado universitario de educación

The acquisition of Digital Competence (DC) of teachers in their initial university training is essential to be citizens of a fully digitised society. Our main objective focuses on the self-perception of the students of the Faculty of Education of the University of Alicante about their own digital competence based on the DigComp 2.1 European Framework. A total of 185 students participated in this research and a quantitative method. An online questionnaire with 44 items designed based on other references was used. The data analysis was carried out with SPSS version 20.0. The results indicate an intermediate self-perceived level by the students, showing greater mastery in dimensions such as security, and less in content creation and problem solving. It is algo worth noting that there are few differences between the variables gender and age in terms of DC. In short, the transcendence of DC in university students as citizens is recognised. Due to current demands, there is a demand for more training, a renewal of university curricula, better trained university teaching staff and the need for continuous training in the field of ICT.

Evaluation of education scenarios for acquiring digital competences of secondary school students in Slovenia

Digital competences are among the most important competences in modern society, with the education system playing a key role in the acquisition of digital competences by youths. As a rule, digital competences of students in general secondary schools in the EU are not optimal and vary considerably. As EU states are autonomous regarding secondary schools, their education organisation varies. Therefore, attempts are being made to implement certain standards of learning outcomes to be attained by secondary school students. Such standards are being prepared, and systematic implementation of the acquisition of digital competences in schools will begin as soon as there are enough trained teachers, for who in 2017 in the framework of DigCompEdu, a European framework of digital competences of educators was developed, with concrete advice for their work in the education process. We have prepared several education scenarios that can be used to enhance digital competences of students in general secondary schools where there are no professional subjects in which the students could acquire digital competences. Since the education scenarios are described by a large number of parameters, we prepared a hierarchical multi-attribute decision model for their evaluation and grading. Experts from the ministry, from professional services and secondary schools, cooperated in the preparation and validation of the model. The model is an aid to decision-makers who are looking for best scenarios, and also allows schools to evaluate their status and recognise what has to be done to attain a certain level of digital competences of students.

The Digital Competence of Pre-Service Educators: The Influence of Personal Variables

Currently, 21st century students need competences that enable them to adapt to a new type of individual information and individual knowledge relationship, and, therefore, the education system should contemplate new ways for learners to develop in accordance with this so-called information and knowledge society. One of special importance is so-called digital competency. This article presents the results of a research study to determine the influence that the variables of gender, age, and academic degree have on the acquisition of digital competence by pre-service educators, with a sample of 370 students from different education degrees from the University of Salamanca (Spain). A quantitative methodology was used, employing a non-experimental method and the electronic survey technique to collect information on the dimensions of knowledge, as well as the management of and attitude towards information and communication technologies (ICTs). Data were analyzed inferentially from a comparison of means using nonparametric tests. This analysis was completed with the incorporation of Receiver Operating Characteristic (ROC) curves, which allowed us to graphically verify the differences between the subsamples and thus compare the different groups in relation to the proposed dimensions. The main conclusion was that the three variables studied can be considered as influential, though not determinant, in the acquisition of digital competency.

ФОРМУВАННЯ ЦИФРОВИХ КОМПЕТЕНЦІЙ ФАХІВЦІВ ГАЛУЗІ СОЦІАЛЬНИХ КОМУНІКАЦІЙ

<p><strong><em>The purposeof the research</em></strong><em> is theoretical substantiation and analysis of scientific and methodological bases of development of non-formal distance education of specialists in the field of social communications and determination of the influence of distance education on the level of digital competences of specialists.</em></p><p><strong><em>Research methodology</em></strong><em>. The study uses general scientific methods of research, systematization and grouping of material on new forms, methods and online distance learning services conducted by educational centers and leading libraries; the method of content analysis allowed to conduct a meaningful analysis of training programs and practical courses on the acquisition of digital competencies. The research of content generation in the conditions of convergence (technical, content, professional-functional, organizational, convergence of markets), formation and study of mobile technologies, information socialization and information self-service, creation of infographics, modern media trends that can be applied in the educational process.</em></p><p><strong><em>Results. </em></strong><em>The formation of digital competencies is inextricably linked with the digitalization of the educational process. Digital technologies contribute to the intensification of the educational process, and the learning process itself becomes mobile, differentiated and personalized. The study identified the impact of the COVID-19 pandemic on accelerating the transition of social and communication institutions to the digital environment. The result is an analysis of current provisions, the essence and prerequisites for the formation of digital competencies in the context of the global trend of digital transformation of society. The main subjects and objects of social and communication infrastructure, which provided a quick response to the challenges of the digital world through the development of online services for users and remote professional development, are considered.</em></p><p><strong><em>Novelty.</em></strong><em> The study and analysis of methods for the formation of digital competencies of specialists in the field of mass communication by distance learning has been improved taking into account the latest empirical data of this study</em><em>.</em></p><p><strong><em>Practical significance</em></strong><em> It is revealed that social and communication institutions play an important role in the formation of the information society. The results of the study can be used in the implementation of the national curriculum for general and professional digital competencies "Action. Digital education </em></p><p><strong><em>Key words:</em></strong><em> digital competences, digitalization of education, distance learning, distance courses, non-formal education, professional competences, content curator, library journalism.</em></p>

Working Women and Digital Competence in the Spanish Labor Context

The objective of this article focuses on the analysis of emerging technologies in the labour context. It explores working women’s perception on digital resources and devices as working tools and their use. It also assesses differences in usage based on the level of studies and makes a predictive analysis about women workers’ assessment, use and purpose types of digital devices and resources. The study involved three hundred and seven women with secondary studies and an average age of thirty-three years. They were randomly selected from the population of workers of a Spanish commercial company. The scale Emerging Technological Resources and Digital Competence, developed ad hoc , was applied to assess the level of digital literacy and the acquisition of digital competence (receiver-consumer and transmitter-creator). The results obtained through descriptive analysis, comparison of means and regression analysis indicate that workers have a medium level of knowledge about emerging technologies, while their participation and use in the work context is more limited. The educational level is a relevant factor in worker’s perception about emerging technologies. Women workers’ degree of knowledge, predicts a greater participation and use of devices and resources, what constitutes a satisfaction and success work factor. Some conclusions and implications for the practice, such as the necessity of expanding and improving women workers’ training, are derived from the study. This training should be intentional and planned so that women workers are able to acquire digital competence and benefit from the possibilities of digital resources.

The ethical dimension of digital competence in teacher training.

Communication technologies should be considered as a means available for people to pursue the objectives of supporting the development of equality, freedom, solidarity and socialisation. In this case, Infant and Primary Education teachers play an important role in the acquisition of digital competences by their students. In this article we ask to what extent the university degrees of Early Childhood and Primary Education Teachers in Spain, where students are trained in subjects related to the use and learning of ICT applied to Education, address digital competences from the ethical dimension. We present here some of the results of a research project carried out in Spain, using the method of content analysis, in which a total of 118 study plans for the 2019–20 university degrees were reviewed. The research results indicated that, although digital competences were present in most of the assessed plans (78%), through a subject related to the learning and use of ICT in education, only 26.1% of the teaching guides incorporated the ethical dimension of this subject. This leads us to conclude that future teachers currently receive little training in ethics regarding the development of digital competences.

ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС В ПЕРИОД ПАНДЕМИИ: ОПЫТ РГГУ

The article deals in the analysis of the organization of the educational process at the university during a pandemic. It shows the ability of universities to adapt to possible changes, to make decisions in conditions of uncertainty and risk, to act in extreme situations. The article also considers the reaction of the educational system, executives, teachers and students to the challenges associated with the pandemic. The authors distinctly show the role of digitalization that made it possible not to interrupt the educational process and that is an important factor in sustainable development. Much space in the article is paid to the issues of emotional stability of all categories of the staff employees and students. The prospect for a mixed format in realizing the educational process, the acquisition of digital competencies by teachers and students is shown.

Organizational and managerial mechanism of digitalization in a transport company

The development of digital economy is to create market incentives, motivations, demand and needs for the use of digital technologies, products and services among transport companies, spheres of life, business and society for their efficiency, competitiveness and national development and welfare of the population. This article provides for the implementation of measures for the implementation of appropriate incentives for digitalization in the transport company, public and social spheres, awareness of existing challenges and tools for the development of digital infrastructure, acquisition of digital competencies by the staff of the transport company, as well as determines the critical areas and projects of digitalization, stimulation of the domestic market, use and consumption of digital technologies. The path to digital economy lies through the use and consumption of information, communication and digital technologies.

Training the modern translator – the acquisition of digital competencies through blended learning

ABSTRACTThis paper presents the ERASMUS+ DigiLing project, which aims to teach and improve linguists’ and translators’ skills and knowledge of digitalisation to prepare them for today’s job market. Against this background, it discusses the development of digital competencies and distinguishes them from traditional domain-specific and general competencies. For the purpose of competence acquisition, six online courses have been created which all revolve around the field of ‘digital linguistics’, including localization in the digital age and post-editing machine translation. We provide an overview of the project, the course contents and the didactic methodology. In addition, we discuss which competencies and skills will be essential for translators who have just graduated and whether, how and to what extent these can be integrated into translator education curricula. Finally, the paper demonstrates how the DigiLing courses can be used to train trainers of translation students so that the former can remain up to date with respect to the job profiles of translators today and going forward.

Evaluación de la competencia digital en estudiantes de comunicación. El caso de una universidad mexicana

La adquisición de saberes digitales, así como la promoción de pensamiento crítico para la gestión de la dieta de medios, son urgencias de las actuales sociedades mediáticas. En ese sentido, los comunicadores juegan un papel importante en la configuración de dichos mecanismos, pues son mediadores y generadores de estructuras comunicativas dentro de las ecologías hipercomunicadas recientes. Así, esta investigación analiza los niveles de competencia digital en estudiantes de comunicación de una universidad mexicana. Para proceder con la propuesta se utilizó como soporte teórico el Marco Común de Competencia Digital Docente (europeo) 2017, se reportan los hallazgos sobre dos de las cinco áreas que integran tal marco: 1) información y alfabetización informacional y 2) creación de contenidos digitales. Para el análisis, los sujetos son agrupados en universidad baja y universidad alta en función de su grado de avance en la carrera con la intención de buscar posibles relaciones entre los años de escolaridad y la competencia digital que poseen. Para tal fin, fueron empleadas pruebas no paramétricas (Chi-cuadrado y Test Exacto de Fisher). Los resultados arrojan que no necesariamente avanzar en los estudios universitarios representa la adquisición de la competencia estudiada.

La competencia digital de la Generación Z: claves para su introducción curricular en la Educación Primaria

Media convergence and massive usage of Internet-connected devices, distinguishing features of our current society, cause changes in the way that new generations learn and access knowledge. In addition, emerging new digital skills are necessary for the Z generation to face the challenges of a digital society. This quantitative study, with a sample of 678 Primary School students, aims to provide empirical evidence about the level of digital skills of students belonging to this generation. The results show that the acquisition of digital competences is not inherent to use, but require specific instruction. Otherwise, there is a danger of creating a digital divide, not due to frequency of use or access to connected devices but to lack of instruction on how to use them. The absence of significant variance in the overall level of digital competence among Primary School students of different grades reflects, to some extent, that this level is largely acquired by informal activities with ICTs in an informal context, rather than by developing competences in a school context that affords gradual and progressive skills acquisition. The results show the need to address digital competence in schools, focusing on the systematic development and enhancement of its component areas to move beyond the informal level and reach the academic level, thus facilitating digital natives’ access to future employment. La convergencia mediática y el uso masivo de dispositivos conectados a Internet, rasgos distintivos de la sociedad actual, provocan cambios en el modo en el que las nuevas generaciones aprenden y acceden al conocimiento. Además, emergen nuevas competencias, las digitales, que la Generación Z necesita para afrontar los retos de una sociedad digitalizada. El estudio presentado, de corte cuantitativo, con una muestra de 678 alumnos de Educación Primaria, pretende aportar evidencias empíricas sobre el nivel de competencia digital del alumnado perteneciente a dicha generación. Los resultados revelan que no adquieren habilidades digitales de forma inherente sino que precisan de educación al respecto, atisbándose el peligro de una brecha digital, no por uso o acceso a ellas, sino por falta de competencia. La ausencia de diferencia significativa en el nivel general de competencia digital entre el alumnado de diferentes cursos de la etapa de Educación Primaria refleja que, en cierta medida, ese nivel se adquiere más por convivencia con las TIC en contextos informales que por un adecuado desarrollo en el contexto escolar que potencie gradual y progresivamente su adquisición. De los resultados se desprende, por tanto, la necesidad de abordar la competencia digital en la escuela, incidiendo en el desarrollo de las áreas que la componen y potenciándola para superar el nivel de uso en la vida cotidiana y acercarla al nivel académico que facilitará su inclusión al mundo laboral.

Acquisition of digital competence in ICT courses for students in pedagogy

Digital competence is one of the eight key competences, defined in the European qualification framework for lifelong learning, and it is a universal asset in the current computerized reality because it provides good educational perspectives and social prosperity. Digital competence is defined as skillful and correct use of electronic resources at work, for leisure and communication and is based on a high level of ICT literacy. Amongst the priority directions within the programs of Europe 2020 Strategy is the improvement and actualization of digital skills of all EU citizens regardless of their age, residence or economic status, so that they may participate fully in the digital society and the labor market. A key factor for promoting digital competence, which meets the requirements for information society as early as school age, is the role of teachers, their university formation and continuous postgraduate qualification. The present study focuses on specifying the conceptual meaning of “digital competence” for students in pedagogy, formed in the process of their education. The debatable character and different interpretations of the more general term “competence” invite different definitions of “digital competence”. The complex character of teachers’ integral professional competence complicates the creation of a universal content framework of digital competence. In this sense the present study is limited to determining the fundamental meaning of digital competence, and it serves as a basis for further analysis of different ICT education models in the training of students in education.

Rethinking the use of video in teacher education: A holistic approach

Video case studies are commonly used in teacher training programmes, usually to develop one specific area of competence. The need for an integrative model that meets diverse learning objectives and competences led to a study on how to effectively use videos to guide student-teachers towards professional development. The analysis of case studies helped develop a four-pronged holistic proposal that places student-teachers in the role of both teacher and learner allowing the co-construction of teaching knowledge and the acquisition of digital competences and media literacy. This article outlines the pedagogical scheme and provides qualified evidence that supports arguments for its basis.