Development Of Digital Competence Research Articles

The Impact of a Nanotechnology-Based Training Program on the Development of Digital Competencies among High School Biology Teachers

This study aimed to investigate the impact of a training program based on nanotechnology applications on the development of digital competencies among high school biology teachers. There is a gap between teachers' current digital competencies and the skills needed to effectively leverage nanotechnology in biology education. The study found statistically significant differences between pre-test and post-test scores on a digital competency assessment after teachers completed the nanotechnology training program. The program encompassed fundamental nanoscience knowledge, biology-specific applications, digital skills training, and hands-on activities. Results showed a large effect size, indicating the substantial impact of the intervention on enhancing teachers' digital competencies. Recommendations highlight integrating nanotechnology into science curricula and emphasize biology connections, problem-solving, content creation, and ethical considerations regarding advanced nanomaterials. Promoting teacher motivation and scientific inquiry is vital. The research addresses an urgent need to equip biology educators with digital skills aligned with rapidly evolving science and technology.

The Development of Digital Competencies for Royal Thai Armed Forces Headquarters Lead to an Intelligent Headquarters

Purpose: The study aims to enhance digital competencies towards establishing an Intelligent Headquarters within the Royal Thai Armed Forces.   Theoretical Framework: It leverages third-order confirmatory factor analysis based on the Rough set Delphi theory to evaluate digital competencies.   Design/Methodology/Approach: A mixed-method approach is adopted, combining qualitative insights from 21 experts with quantitative data from 600 individuals, using EFA and CFA for analysis.   Findings: A validated model highlights six primary and eighteen secondary factors crucial for digital competency, including Digital Literacy, Communication, Management, Analysis, Development Tools, and Performance.   Implications: The model provides a strategic framework for officers to enhance digital competencies, essential for transitioning to an Intelligent Headquarters, offering implications for organizational development and digital transformation strategies.

Цифровые компетенции донбасских учителей: анализ современного состояния и векторы развития

The article analyzes the state of integration of digital technologies into the practical activities of teachers of educational organizations of the Donetsk People's Republic in the context of the development of digital competencies. The processes of integration into the educational space of the Russian Federation, the transition to the updated Federal State Educational Standards, work on preserving and improving the quality of educational results, taking place in a difficult socio-political situation, changes in ethnic identity, shortage of personnel, technical infrastructure, forced work in mixed and remote formats exacerbate the methodological, didactic and organizational problems of introducing new technologies in the educational environment. The study interprets the results of a survey of teachers, analyzes the subjective experience of using digital technologies in the educational process, which allows us to see the overall picture of the formation of digital competencies of teachers to determine the vectors of further development.

Digital Competence in Foreign Language Textbooks: Comparative Analysis of Language Learning Systems in English, German and Spanish

The current article is aimed at examining the application of information and communication technologies in present-day foreign language learning systems in Bulgaria. It focuses on systems used in secondary education for teaching English, German and Spanish. The quantitative and qualitative analyses trace the establishment of a relationship between the development of digital competence and foreign language learning. The conclusions of this article point to a reciprocal and complementary relationship between the development of digital and language skills.

How Open Education Can Facilitate Digital Competence Development

How Open Education Can Facilitate Digital Competence Development

Level of digital competencies in students of Information and Communication Technologies (ICT) at an Ecuadorian university

The present research consists of an exploratory study on student digital competencies. The objective is to analyze the level in its five areas: information, communication, content creation, security and problem solving, in students of the subject 'Computer Projects' of the ninth cycle of the systems engineering career of the Technical University "Luis Vargas Torres" of Esmeraldas. The research had a quantitative approach, with a non-experimental design and two intact groups. As an instrument, a test called "Ikanos", for testing digital competencies of universal character and validated in university students in Europe and Latin America. The results showed that the two groups are not equivalent and have an Intermediate level. This indicated that, despite being students of the ICT career, they could not be placed mostly in Advanced and Expert level. It is concluded about the need to include the development of digital competence as a fundamental element throughout the academic curriculum, from the beginning of the career of Information and Communication Technologies of UTLVTE, implementing strategies, from the first academic cycle, in the career.

Human Capital Formation in High-Tech: Features of Government Policy

   Purpose: is to reveal the peculiarities of government policy aimed at building human capital in high-tech industries.   Methods: this research is based on a systems approach; decomposition of human capital in order to identify systemic gaps in its formation; qualitative (traditional) analysis of government programs and projects; a comparative analysis of the directions of Russian government policy and some leading countries in the field of high technologies aimed at human capital development.   Results: the essence and structure of the organization's human capital are considered based on the stages of its reproduction, as well as from the position of its expanded interpretation. Systemic gaps in the formation of human capital of high-tech organizations have been identified, including gaps in the formation of individual and corporate human capital, as well as in the institutional and infrastructural support for its reproduction. The features of Russian government policy aimed at the formation of human capital in the high-tech sector are shown, in comparison with the policies of a number of foreign countries. The role of government programs and projects (“Priority2030”, “Professionalitet” and “Advanced Engineering Schools”) in overcoming systemic gaps in the formation of human capital in high-tech organizations is outlined.   Conclusions and Relevance: the performed analysis showed the presence of a wide range of government policy measures of a number of countries that occupy leading positions in the field of high technology, aimed at developing human capital in the high-tech sector. Among them are the development of fundamental science, interdisciplinary and mathematical knowledge, STEM competencies, as well as strengthening the interaction between the academic sector and the high-tech sector. The arsenal of tools of domestic government policy includes a focus on practice-oriented training, the development of digital competencies, advanced training of management personnel, as well as the development of interaction between the academic and high-tech sectors. The federal project “Advanced Engineering Schools” corresponds to the elimination of the largest number of system gaps. At the same time, the systemic gap at the stage of formation of general human capital, which manifests itself in the poor physical and mathematical training of schoolchildren, remains unresolved.

The Role of Educational Transformation in the Digital Era in Improving Student Quality

<p><em>This study illustrates how educational transformation in the digital era plays a significant role in improving the quality of students. Through the utilization of various platforms and digital tools, education becomes more innovative and dynamic. Adaptive learning processes enable the development of skills in line with the needs of the modern job market. The aim of this research is to describe the role of educational transformation in the digital era in enhancing the quality of students. The research employs a qualitative approach with interview, observation, and documentation methods to obtain relevant data related to the research on the role of educational transformation in the digital era in improving the quality of students. The research is conducted in the Accounting Education Program at Muhammadiyah University of Surakarta with three lecturers and three students as informants. Data obtained from informants is further processed using the triangulation technique, involving different sources of data and methods. The steps of data analysis include merging, sampling, recording, data reduction, and drawing conclusions. The research findings indicate that the transformation provides significant opportunities to enrich students' learning experiences. However, challenges such as variations in technology understanding among lecturers and the need for the development of digital competencies in students must be addressed. Strong institutional support, including providing training for lecturers and adequate infrastructure on campus, is acknowledged as key to the successful implementation of these changes. This transformation not only contributes to the improvement of student quality but also encourages collective efforts in overcoming emerging obstacles.</em></p>

Demographic and school factors associated with digital competences in higher education students

Nowadays, digital competencies encompass skills and attitudes with technical, informational, content, media, and communication aspects that are crucial for students and future professionals. Hence, there is a need to investigate the possible correlations between demographic and contextual variables and the development of digital competencies in higher education. This paper reports on several university-student demographic factors associated with digital competencies. The work used a quantitative approach with descriptive statistical techniques such as a means test and Pearson correlation analysis. The findings identified that (a) there are statistically significant differences between the mean obtained in the previous semester in digital competencies and the gender of the students, (b) there are no statistically significant differences in the final mean for digital competencies and the students’ institution of origin, and (c) the variables included in the study are statistically significant. They also found that the mean attained by the university students in the previous semester had a strong predictive power of student performance; in contrast, the student’s high school institution of origin variable was a weak predictor of their digital competency. This paper presents the findings and implications for practice and research.

ORGANIZATIONAL AGILITY AND THE FACTORS CONTRIBUTING TO THE GROWTH OF EMPLOYEES’ DIGITAL COMPETENCIES

The article examines the relationship between organizational agility and digital competencies of employees. The aim of the research was to identify factors that contribute to the growth of digital competencies in agile organizations, as well as to determine the impact of these factors on the agility of these organizations. A hypothesis was formulated that there is a strong relationship between organizational agility and factors increasing the digital competencies of employees. In the study conducted on 303 respondents, four main factors were examined: the willingness to adapt to changes, the company’s investment in new technologies, training and workshops, and the creation of an appropriate culture and environment in the organization. The results show that all these factors are strongly correlated with each other, indicating the need for an integrated approach to the development of digital competencies. In conclusion, the article emphasizes that appropriate investments in new technologies, the implementation of training and workshops, and the creation of a culture and environment that promote the adaptation of new technologies are necessary to increase the digital competencies of employees and enhance organizational agility. The research provides valuable information for organizational leaders striving to increase organizational agility through the development of digital competencies of employees.

Mapping digital competencies in the business domain – an empirical workplace analysis using job advertisements

The rapid development of digital technologies has revolutionized the way companies operate and conduct business. Organizations now require higher attention paid to digital competencies to leverage the usage of digital tools and platforms effectively, optimize processes, reach customers and stay ahead of competition. This study examines how digital competencies have changed in the field of business administration to identify essential skills and knowledge required in today’s corporational landscape. Text mining is used to extract digital skills from a vast dataset of 25,000 job advertisements in the business administration field. The resulting empirical data is analysed to derive profiles outlining the development of digital competencies in the business administration field. The study reveals two specific digital competencies in high demand: analytical evaluation utilizing various software tools and communication via social media. Competence requirements from the labour market can indicate the design of study programmes and the adaptation of teaching methods.

Describing the digital competencies of mathematics teachers: theoretical and empirical considerations on the importance of experience and reflection

AbstractThis article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media–Pedagogy–Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies in a broader context of professional media competencies (including explicitly analog and digital teaching media), (3) the description of concrete individual experiences with digital technology in context-bound subjective domains of experience, and (4) the cross-linking of concrete individual experiences about (digital) technology in specific (subjective) domains of experience. In this article, we first present a motivating literature overview leading to the research question: How can the TPACK model be extended to enable a qualitative description of professional digital competencies of mathematics teachers against the background of situated experiences? This extended framework is developed and presented in a detailed theoretical background. In the empirical part of the article, an exemplary application of the MPC-model is carried out in an explicative case study dealing with the reflections of a mathematics teacher on a planned lesson using virtual reality technology in a guided interview. The qualitative data is interpreted according to the systematic-extensional analysis method. The case study illustrates the importance of taking into account concrete situated experiences opening up a new reflective level analyzing the development of professional mathematics-specific digital competencies.

Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers.

The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators. The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it. The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group. These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.

Cognitive-stylistic and metacognitive characteristics of schoolchildren and students with different indicators of digital competence

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.

The Development of Digital Competencies for Royal Thai Armed Forces Headquarters Lead to An Intelligent Headquarters

Purpose: The study aims to enhance digital competencies towards establishing an Intelligent Headquarters within the Royal Thai Armed Forces.   Theoretical Framework: It leverages third-order confirmatory factor analysis based on the Rough set Delphi theory to evaluate digital competencies.   Design/Methodology/Approach: A mixed-method approach is adopted, combining qualitative insights from 21 experts with quantitative data from 600 individuals, using EFA and CFA for analysis.   Findings: A validated model highlights six primary and eighteen secondary factors crucial for digital competency, including Digital Literacy, Communication, Management, Analysis, Development Tools, and Performance.   Implications: The model provides a strategic framework for officers to enhance digital competencies, essential for transitioning to an Intelligent Headquarters, offering implications for organizational development and digital transformation strategies.

The Digital Competence of Students Preparing to become Primary School Teachers - Perspectives for Development

The analysis of the European Digital Competence Framework for Citizens, outlined the need to study: the digital competence of students - future primary teachers; their attitudes towards the study of required, elective and optional subjects developing digital competence. If students preparing to become primary teachers are offered sufficient and varied required, elective and optional subjects to develop these competences, they will be able to successfully apply digital competences in their future teaching practice. In May 2023, a survey was conducted with 200 students preparing to become primary teachers at the Pedagogical Faculty of Plovdiv University "Paisii Hilendarski", which would establish their attitudes on the issues raised. The results of this study showed: the students' high assessment of the usefulness of the studied compulsory disciplines for the development of digital competences, as well as an increased interest in the offered elective and optional disciplines with the same focus; the importance of primary teacher candidates having a good level of digital competences. The obtained results support the process of updating the current curricula in the disciplines developing digital competences and developing new training courses adapted to the needs of students for an even more complete development of their digital competences.

A self-determination theory approach to teacher digital competence development

Teacher Digital Competence (TDC) framework guides policy revision and professional development, empowering teachers for future classrooms by technologies such as artificial intelligence (AI) and metaverse. Falloon (2020) expanded the TPACK framework to include personal-ethic and personal-professional competencies, addressing ethical, safe, and productive functioning in diverse, digital environments for a new TDC framework. The two new sets of personal-competencies are very important to the use of AI and metaverse in education. However, research on implementation of Falloon's (2020) TDC framework that requires interdisciplinary collaboration among school members is limited. Teachers' engagement in TDC development activities is influenced by school digital learning policy and culture, and explained by three needs satisfaction in Self-determination Theory. Therefore, this study had two goals. First it proposed and examined a research model using school learning support as a predictor, needs satisfactions as mediating variable and the two new sets of TDC as criterion variables by analyzing questionnaire data. Second, it identifies needs-supportive strategies for digital education by analyzing interviews and school documents. The participants were 370 school teachers. The results showed that the positive effect of the school learning support on TDC, and needs satisfaction fully mediated the relationship between perceived school learning support and the two sets of personal competencies. We also suggested 12 ways for designing school digital policy and culture that satisfy teachers' needs, and validated instruments of the two sets of personal competencies. TDC that covers teacher artificial intelligence competence is important to the future teacher professional development.

Students’ Digital Competence Development in the Production of Open Educational Resources in Education for Sustainable Development

Open education, Open Educational Practices (OEPs), and Open Educational Resources (OERs) have emerged as significant opportunities for enhancing global sustainability information sharing. However, the creation and sharing of OERs, as well as the usage of OEPs in Higher Education for Sustainable Development (HESD), remain limited. This study explores the implementation of OEPs in HESD, aiming to empower students to co-produce OERs on sustainable development (SD). This study, drawing on the theoretical approach of the principle of constructive alignment, proposes the development of students’ digital competence in OER production. A two-group pretest–posttest analysis of 409 students (Psychology, Economics, Education, Geography) reveals a significant increase in digital competence over time among students who produced OERs on SD, compared to their peers enrolled in courses unrelated to OER content development. We delve into the practical implications of designing OEPs in HESD and strategize to support students in their OER production processes.

Validation Using Structural Equations of the “Cursa-T” Scale to Measure Research and Digital Competencies in Undergraduate Students

Research competencies are considered essential in fields such as science, academia, and technology, and this research seeks to provide a reliable tool to evaluate them. Therefore, the main objective of this study is to validate the “Cursa-T” scale through an exploratory and confirmatory factor analysis, as well as through structural equations, to ensure that the data collected fit the proposed theoretical model. The study sample consists of 1104 university students, mostly female, and a questionnaire based on previous studies is used. The most important results of the research include the validation of the “Cursa-T” scale through advanced statistical methods, such as exploratory and confirmatory factor analysis. The scale is found to be reliable and valid for measuring undergraduate research and digital competencies, and the data collected fit the proposed theoretical model. The discussion of the research highlights the importance of technology, devices, software, and the use of platforms in the development of research and digital competencies in Health Sciences students. It also reflects on the role of social networks in these competencies, as they can facilitate participation in academic communities. Ultimately, the research underlines the relevance of preparing undergraduate students in health areas.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.