Development Of Digital Competence Research Articles

Symposium 2: A tentative model for sustainable pedagogical digital competence development

This paper addresses one large university initiative for educational development aimed at further developing educations and teacher competence with a focus on technology-enhanced and lifelong learning. The aim of the paper is to describe and problematize the design of an ongoing project for educational development, Higher Education and Digitalisation (HEaD). It focuses on identifying key components of an educational development project for technology enhanced learning as well as how such a project can be organized to sustain in regular university operations. The article discusses how a project for educational development can create over-time durable infrastructures, organization, policy and motivation for maintaining a continual educational development. In the first phase of the project, a model was developed for how competence development can be conducted sustainably. This model contains two perspectives: (1) an organizational perspective that focuses on the key partners to be involved; and (2) a process perspective that focuses on activities and aims in strategic competence development projects. The tentative model with its two perspectives is described and discussed in this article as a preliminary result. The model includes four identified key entities and their roles in pedagogical digital competence development; academic departments and their faculty, educational developers, infrastructure and IT-department and the pedagogical research unit. Further, a process model based on existing support structures, complemented with activities that can be sustained after the HEaD project ends is presented.

FLIPPED LEARNING: ENHANCING EDUCATION

This research explores the concept of flipped learning and its implications for contemporary pedagogical science. Various models and approaches to flipped learning are examined, highlighting its potential benefits and challenges. Through an analysis of current research and practical examples, it is demonstrated how flipped learning can enhance student engagement, promote active learning, and facilitate deeper understanding of course material. The aim of this research is to substantiate the effectiveness of employing the “flipped learning” methodology in the preparation of future educators. Additionally, the changing roles for both educators and students in the flipped classroom environment are discussed, underscoring the importance of collaboration and student autonomy. It is concluded that the use of flipped learning technology, under methodologically sound application, will contribute to the development of digital competence among educators and the enhancement of students’ scientific skills, motivation, and academic success.

Actualization of the content of the educational process in the artistic and creative areas of Bachelor's training in terms of the formation of digital competencies

Introduction. Currently, almost all spheres of society life activities are developing in terms of progressive digitalization, therefore it is required to promptly transform existing approaches to organizing the student learning process. The purpose of research: to determine digital competencies relevant to the field of professional activity of graduates of artistic and creative areas of training and to actualize the content of the educational process in accordance with the results obtained. Materials and methods. The study was conducted during 2021 – 2023 on the basis of the Department of Design, Art Education and Technology of Yelets State University named after I.A. Bunin. The target group included 157 respondents with experience in conducting creative activities using modern digital technologies. Empirical test methods for data collection were implemented in two ways: during direct communication and remotely using Yandex Forms. Quantitative statistical analysis was carried out using LibreOffice Calc. Results. 6 enlarged groups of digital competencies of graduates of artistic and creative areas of training, currently in demand by society and the labor market, have been identified. Based on the opinions of the respondents, they were ranked according to the degree of importance: have the skills and abilities to work with raster (16.6%) and vector (12.1%) computer graphics, design and edit pages or sites on the Internet (13.3%) , develop multimedia content (5.7%), create and edit 3D models (23.6%), use specialized programs according to the training profile (28.7%). Conclusions. The empirically obtained results were integrated into the curriculum for undergraduate training in the direction 54.03.01 Design, specialty (profile) “Design and Contemporary Digital Art”, in terms of the proportional distribution of study time between disciplines and modules focused on the development of digital competencies. The optimal sequence of developing skills in mastering specialized digital tools has been identified, which is the key to the effective outcome of the educational process. Promising vectors for the development of artistic and creative education of students have been identified, which include: design of mobile applications, creation of elements of augmented and virtual reality, development of conceptual digital games.

Digital competence development in TVET with a competency-based whole-institution approach

Digital competence development in TVET with a competency-based whole-institution approach

The manager’s digital competencies in education system: a systematic review

This paper systematically reviews 34 WoS and Scopus studies, identifies and gives full detail of stakeholders, levels, models, educational technologies, and research prospects in formation and development of digital competencies of practitioners and future managers in education system. The six research questions put forward aim at data analysis. The results have shown that (a) pre-COVID-19 pandemic studies were of a more general, extensive nature; (b) during the COVID-19 pandemic and the post- COVID period, there has been an increase in scientific attention to formation of managers’ digital competencies; (c) there is not enough research on issues related to development of digital competencies of future managers; (d) the analysis revealed an insufficient number of studies of such a significant digital competence as Safety; (e) DigComp structure is applicable as a universal basis for professional development of digital competencies of managers; (f) the analyzed papers lack detailed study of such important digital competencies as Information and Data Literacy, Safety, and Problem Solving; (g) analyzed articles lack detailed study of important technologies for the development of digital competencies of the DigCompOrg structure for current managers. A number of practical recommendations are given for the education system in forming and developing digital competencies of managers.

Determinant Factors Affecting the Development of Digital Competencies of Primary School Students

The global trend of Industry 4.0 has significantly accelerated the digital transformation process. In the field of education, digital transformation is bringing substantial changes to the educational policies and orientations of many countries, especially developing nations. This necessitates equipping students with comprehensive knowledge, skills, and digital competencies to enhance teaching quality and meet future societal demands, even starting from primary education. Although the development of digital competence is expected to yield positive outcomes, it also poses considerable challenges for educators in terms of thorough preparation and policy formulation. The purpose of this study is to explore the factors influencing the development of digital competence in primary school students. The validity and reliability of the measurement tools were assessed using SPSS analysis to perform exploratory factor analysis (EFA), determine reliability, and extract prominent factors. Factor analysis using Varimax rotation retained 16 items in the questionnaire. Analysis of the results from 86 survey samples revealed three factors influencing the development of digital competence, with a KMO measure of sampling adequacy of 0.903; Bartlett's test indicated a Chi-Square significance level of 0.000 < 0.05. These findings provide direction for teachers in identifying priorities to form and develop digital competence in primary school students.

Innovative educational practices through the use of ICT in the teaching-learning process: A diagnostic study

The article presents the main results of the diagnosis carried out by students and teachers of the Digital Educational Competences program of the Instituto Superior Espíritu Santo, on the teaching-learning process in relation to innovative educational practices and the creative and efficient use of ICT. The research was based on the theoretical references related to educational innovation and technological resources, and on the data obtained from the research instruments applied to teachers, students and directors of Basic Education; which allowed the analysis and understanding of the problem and to establish as a study objective to determine the current state of the teaching-learning process in relation to the creative and efficient use of ICT and innovation in educational institutions in the city of Guayaquil. A qualitative methodology is used and an exploratory and hermeneutic type of research is developed based on the emergent paradigm, which allows the subjects of the study to actively participate in the research process; the theoretical methods used are analysis-synthesis and inductive-deductive; within the empirical methods, observation, interview and survey are used; and in the processing of the survey results, the percentage analysis is used. The main results are related to the lack of adequate technological resources and insufficient access to the Internet, which exacerbates the existing disparities in education; the low development of digital competencies of teachers and the resistance to change that hinders the adoption of new digital tools and innovative practices in the classroom.

Проблемы реализации муниципальной социальной политики в сельских поселениях российской Арктики: пример Приморского округа Архангельской области

This article examines the challenges in shaping and developing digital competencies among the population during the transition to a digital economy, using the dominant employer in an Arctic monotown as a case study. The impact of digital technologies on the socio-economic aspects of territorial development has not been thoroughly studied, and the development of digital competencies in the population of monotowns remains underexplored and requires further research. The authors highlight the importance of addressing the development of digital competencies among employees and the digital culture of dominant employers, considering regional factors crucial for formulating development strategies for both individual companies and territories (monotowns). The goal of this study is to assess the readiness of executives, managers, and specialists at the dominant company in an Arctic monotown to implement digital processes. The key objectives are to identify and classify the preferences of these executives, managers, and specialists regarding the current level of business digitalization. Our review of studies on the topic confirmed the variation in the development of regional digital infrastructure, influenced by regional development characteristics, the specific labor resources in monotowns, and the impact of dominant employers on digital competency development. To conduct the study, a questionnaire was developed to identify the preferences of senior and middle managers at the company. Electronic document management was chosen as the focus area, as digitalization often begins with this process, leading to varied assessments by employees, including instances of opportunism. Our analysis of the responses revealed a moderate relationship between work experience and preference for electronic document management, as well as a correlation between work experience and the willingness to improve specialized competencies. There was a high overall recognition of the need for continuous development and training. The results identified key areas for digital competency development among the company’s staff.

The Development of Digital Competences in Future Chemistry Teachers in Accordance with the DigCompEdu Requirements

This paper reports on the results of the research aimed at the creation of an e-learning course to support the teaching of the compulsory course Activating Methods in Chemistry Teaching (AMCT) in the LMS (Learning Management System) Moodle (Modular Object-Oriented Dynamic Learning Environment). This course was subsequently implemented into university teaching to develop students’ digital competences in line with the European Framework for the Digital Competence of Educators (DigCompEdu). The research sample consisted of first year Master's degree students of chemistry teaching (N=18) at the Faculty of Science, P. J. Šafárik University in Košice. The research took the form of a one-group quasi-experiment performed during the winter semester of the 2023/2024 academic year. The scope of teaching in the e-course was over 9 modules for a total of 42 hours. The research instruments included the self-assessment card filled in by the students before and after completing the e-course, and a questionnaire developed by the authors. The evaluation of the comparison of the students’ self-assessment cards shows an overall improvement in the students’ level of digital competences and skills in the individual topics covered by the e-course. Significant development of digital skills was evident in the topics Computer Based Laboratory Activities, Online Applications and Use of a Digital Visualizer. The results of the questionnaire showed that students realised the benefits of the e-course for their future teaching practice. To optimise the e-course, it will be necessary to adjust the amount of time required for some topics and create more opportunities to use digital technology to address specific topics in chemistry.

Vision of Digital Competences of Primary School Students and Teachers in Bulgaria in Educational Documentation of All School Subjects

The paper presents the second part of a more extensive study on the vision of digital competences of primary school students and teachers in Bulgaria according to the educational documentation. It explores the place and the approaches for developing digital competence in the curricula of all primary school subjects where this competence is integrated as transversal. The necessary competencies for primary school teachers to develop the digital competencies of students are also indicated. The research methods employed in the study are curriculum mapping and comparative analysis of educational documentation. Additionally, more than 70 students’ textbooks and their corresponding methodological guides for primary school teachers are reviewed for further clarification. The results of the study demonstrated a deficient consistency and balance among the curricula regarding the development of digital competence. There seems to be a lack of a shared vision for the digital competencies that students should acquire in primary school, and their development as a separate subject is not aligned with their development in other subjects. Moreover, the results implied a need for conceptualization of the integration of digital competences as transversal in the curricula, referencing appropriately the Digital Competence Framework for Citizens. There is also an emerging necessity to develop specific instructions for teachers on how to integrate the various key competences into the teaching of respective subjects.

Evaluating a women's digital inclusion and storytelling initiative through the lens of empowerment

In terms of digital inclusion, a global gender gap has been widely documented with women more likely to face digital exclusions, particularly in rural areas and especially in the Global South. Digital inclusion initiatives (DIIs) aim to address these disparities by providing hard-to-reach groups with access to digital infrastructures and/or competencies. In this paper, we heed calls for contextualised DII research that centres the oft-neglected experiences of socially and digitally marginalised women. As such, we contribute a case study from a women's project in Zimbabwe and elaborate a feminist framework of empowerment as an approach to qualitative evaluation. The study involved online Digital Storytelling workshops co-facilitated by and for women, using WhatsApp as the main communication platform. Thirteen participants were interviewed on WhatsApp following the workshop programme. Beyond supporting the development of digital competencies, we found that remote storytelling fostered relationship-building and a sense of solidarity to develop between participants. The paper shares findings around the practicalities of using WhatsApp to mediate online digital storytelling initiatives, which has transferable practical applications in other hard-to-reach contexts. Furthermore, we argue that the feminist framework and approach elaborated in the paper could be deployed more widely, as a tool for both co-designing and evaluating DIIs with communities to enhance the empowerment gains of digital inclusion projects.

Enseñanza híbrida y transformación digital en la educación: integración de tecnología y metodología

The research explores the integration of technology and methodology in hybrid teaching at the University of Guayaquil, evaluating the perceptions of students and the strategies employed. The objective is to analyze the implementation of this educational approach that combines in-person instruction and online learning experiences. A quantitative approach was adopted, collecting data through self-administered surveys from a sample of 350 students. A structured questionnaire was used to address aspects such as student perception, technological tools, teaching strategies, and overall satisfaction. Students had a positive perception about the integration of technology and methodology. The use of online learning platforms, videoconferencing tools, and multimedia resources was reported. Teachers employed active strategies, highlighting project-based and collaborative learning. The research supports the effective implementation of hybrid teaching at the University of Guayaquil, highlighting the importance of adequately integrating technology and methodology. Challenges were identified such as the digital divide, teacher training, instructional design, and the development of digital competencies.

The role of IT capabilities and managerial support in advancing digital transformation and internal audit: a literature review

Abstract This literature review focuses on concepts related to the role of information technology (IT) capabilities and managerial support in the context of advancing digital transformation and improving internal audit in the institutional environment. Through the synthesis of relevant academic sources, it is investigated how IT capacities and strategic management support influence the organizational ability to adapt to digital innovations. Special emphasis is placed on the complex dynamics that shape the interactions between these factors and their impact on institutional responsibility and performance. The results of the literature review illustrate the key mechanisms that support the digital transformation process, including the integration of technological systems, the development of digital competencies, and the role of management in providing resources and support. Further, a deeper understanding of the complexity of these interactions serves as a basis for further research in the field of digital transformation management and internal audit in an institutional context.

A Qualitative Study on Digital Citizenship Education in Primary Schools

In recent years, the number of studies related to digital citizenship has increased amidst the intense use of digital media. The literature, rich in theoretical and empirical examples related to this topic, provides a clear picture of contemporary society. There is little empirical research on digital citizenship education in the early school years. Thus, through this investigation, we aimed to collect qualitative data on the development of specific digital competencies and digital citizenship in primary school students. Therefore, the authors considered it appropriate to use the observation method in its participatory version. Over a year, a group of 29 pupils, aged between 6 and 7, formed the sample to identify how they would develop digital competencies and digital citizenship in the context of formal and non-formal learning experiences. To collect the necessary information, we used the observation protocol, conducted in the form of open-ended questions described by Gay, Mills & Airasian (2006). The results of the study showed that parental educational attainment, family structure, time spent online, and the type of device have an important impact on the development of digital competencies and digital citizenship in young learners.

Profiling teacher educators’ strategies for professional digital competence development

ABSTRACT The present study investigates the variety among teacher educators (TEds) related to the use of digital resources in teaching as well as the strategies they use to develop digital competence. A person-centred approach was applied to identify meaningful patterns among TEds having different levels of self-reported digital expertise, at five teacher education institutions. Survey data from TEds (N = 389) was subjected to structural equation modelling. With latent class analysis, we identified three distinct profiles based on probability of engagement in different digital competence development (DCD) activities: 1) The restrictive user—characterised by sporadic and narrow use of DCD strategies, prefers peer-restricted collaboration, 2) The moderate user—regular user of DCD strategies, prefers peer-restricted collaboration, and 3) The extensive user—frequent and comprehensive user DCD strategies, engages in broad collaboration. The extensive users also use digital resources more frequently in their teaching compared to the moderate and especially the restricted users. This is the case for individual interactions with students, to make teaching more relevant and applicable, as well as to make teaching more student active. Based on the knowledge on TEds profiles emerging from this study, we propose recommendations for better tailoring of DCD initiatives.

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.

Development of digital literacy of a future educational psychologist in the process of professional training

Relevance. The relevance of the study is determined by the rapid digitalisation of society, which puts forward the need to revise educational programmes to train multifunctional specialists in the educational field who are able to use digital tools in their professional activities, and productively interact with the �digital generation� of students. Purpose. The purpose of the research is to find effective pedagogical strategies for the development of digital literacy among future specialists. Methodology. The study employed a qualitative combination of causal analysis, induction, and synthesis to examine modern approaches to digital literacy development. A pedagogical experiment was conducted, utilizing survey methods and control groups to assess students' digital literacy levels. This experiment also aimed to evaluate the effectiveness of pedagogical strategies in cultivating digital skills among future specialists. Results. Consideration of the theoretical basis for the research problem showed that the digital literacy of an educational psychologist is based on the ability to implement their knowledge of digital technologies and resources in professional activities. In the course of the study, the importance of an innovative approach in the development of digital literacy of students during their studies at the university was argued. In addition, the analysed modern research on digital literacy in the educational sphere helped to identify current problems affecting the quality of development of students� digital competencies. In this regard, an elective special course was developed and introduced into the educational programme. Conclusions. The study showed that integrating innovative methods and digital technologies in educational psychologists' training significantly improves their digital literacy and professional competencies, as demonstrated by experimental group outcomes. Keywords: innovation; educational strategy; information competencies; differentiated approach; communication skills

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.