Digital Teaching Competence Research Articles

Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education

With the recent integration of artificial intelligence (AI) in the educational field, understanding the variables that are related to teacher attitudes towards AI can be crucial for understanding their perspectives in the classroom. That is why the present study aimed to investigate whether Teacher Digital Competence is related to Teacher Attitudes towards AI, and if so, whether this relationship is moderated by the teacher's educational stage, age, sex, years of experience, and field of knowledge. A total of 445 Spanish teachers from primary, secondary, and higher education participated in this study, responding to the Teacher Digital Competence Scale and the Teacher Attitudes towards AI Scale. The results revealed that, regardless of educational stage, sex, age, years of experience or field of knowledge, higher teacher digital competence is associated with a more positive teacher attitude towards AI. Moreover, high levels of willingness to use AI but low levels of personal experience with AI were found. Based on these results, it may be interesting to implement future interventions based on AI to enhance key dimensions of teacher digital competence, such as Information Management, Content Creation, and Problem-Solving. This could improve Teacher Digital Competence and subsequently enhance teachers' perception of using artificial intelligence in the educational context.

Demands and Conflicts: The Era Value and Practical Dilemmas of University Teachers’ Digital Teaching Competence

Demands and Conflicts: The Era Value and Practical Dilemmas of University Teachers’ Digital Teaching Competence

Principals’ digital leadership and teachers’ digital competence: A Systematic Literature Review (2019-2023)

In the ever-advancing digital era, the intersection of principals' digital leadership and teachers' digital competence emerges as a critical vector for educational success. This study delves into the unexplored interplay between these two aspects, identifying a significant gap in current research. Utilizing the PRISMA model, we systematically reviewed 30 pertinent studies to unveil patterns and correlations. Our findings reveal a crucial link between effective digital leadership and enhanced teacher digital competence, suggesting that principals play a pivotal role in fostering a climate conducive to digital integration. This discussion extends beyond mere observations, proposing actionable strategies for educational leaders. The implications of this research underscore the necessity for ongoing development in digital leadership to elevate educational standards and outcomes in the digital age. Conclusively, this paper not only bridges a significant research gap but also charts a course for future explorations into the dynamic landscape of educational digital transformation.

ЭВОЛЮЦИЯ ТЕОРИИ И ПРАКТИКИ УПРАВЛЕНИЯ РАЗВИТИЕМ ОРГАНИЗАЦИЙ ВЫСШЕГО ОБРАЗОВАНИЯ

The article considers the evolution of the theory and practice of managing the development of higher education organizations. The system of continuous education in Russia was formed in the 19th century, which is associated with the publication of the manifesto of Alexander I on the establishment of the Ministry of Public Education of the Russian Empire in 1802. Until that time, there was no separate body to manage the entire system of Russian education. To assess the development potential, the characteristics of innovative activities, human resources and information support for management are used. Assessing the development potential of an educational organization of higher education in the context of changes is one of the elements of the methodological basis for the formation of change modeling programs aimed at improving the sustainability of higher education institutions. Considering the problems of higher education management in the context of the crisis caused by the COVID-19 coronavirus pandemic, they offer a number of recommendations for adapting the university management system to the new conditions. They note that the crisis creates the need to switch to distance learning and develop new management models. The authors also believe that in the near future, many universities will switch to online learning, which will require the development of digital platforms and improving the digital competence of teachers. The authors also note that contact learning will become more elite and individual, and that blended and hybrid forms of learning will also be possible.

Strategy of designing additional educational programs in the field of teachers’ digital competencies of the higher agricultural education

The article presents a strategy for designing additional educational programs in the field of teachers’ digital competencies of higher agricultural education. The relevance of the research topic is substantiated (based on a brief review of modern publications of Scopus knowledge-intensive database), we developed theoretical approaches to the empirical part of designing additional educational programs to improve teachers’ digital literacy. As part of an expert survey (347 people – representatives of the pedagogical community of higher agricultural education in the South of Russia) we identified the most relevant areas of improving the digital competencies of scientific and pedagogical workers of a modern agricultural university: the ability to develop their own means of digital communication; the ability to create virtual platforms for study groups; improving the skills of developing interactive tasks in Web-2 services.0; ability to create visually interesting interactive materials; development of goal-setting skills in the process of choosing, changing, combining and creating digital learning resources, taking into account the educational context, educational goals and target audience. The results of the study allow us to identify important information sections for the development of a professional development program in the field of digital competence of teachers of agricultural education.

Determinants of teacher digital competence: Empirical evidence of vocational schools in Indonesia

Determinants of teacher digital competence: Empirical evidence of vocational schools in Indonesia

Teacher Digital Competence Analysis in Block Programming Applied to Educational Robotics

This research aims to analyze digital teaching competence in the field of block programming applied to educational robotics among active primary education teachers. The research methodology employed is defined as descriptive and exploratory. We gathered quantitative data through a structured questionnaire, reflecting the level of digital competence of the participating teachers. The results obtained from this study reveal significant deficiencies in the development of teaching digital competence, especially in the areas of robotics and educational programming. Importantly, the teachers in the sample exhibit a high level of knowledge in active pedagogies. In conclusion, we highlight the need to design training and professional development programs that enhance the digital competence of active primary education teachers, with an emphasis on training schemes geared towards robotics and educational programming.

Overview of Professional Digital Competence of Teachers in the DKI Jakarta Regional Mobilizing Ecce Unit

Information and Communication Technology (ICT) is becoming an inseparable part of human life today. Its use gives hope for the rapid improvement of various aspects of human life, including education. The use of ICT in education can support the achievement of learning outcomes, and mass dissemination of knowledge, improve the quality of learning and accelerate educational services, and strengthen communication and coordination with new people or working groups. This is the background of the school digitization program. The success of school digitalization at least requires the availability of technological devices, internet networks, and teachers' digital competencies. This study aims to determine the level of professional digital competence of teachers in the driving PAUD unit in the DKI Jakarta area. The research method used is quantitative descriptive. The study population is teachers in the driving ECD unit located in DKI Jakarta Province. The sampling technique used was multistage sampling so a sample of 73 people was obtained. Data collection using questionnaires shared via Google Forms. Most respondents were in the East Jakarta area as many as 24 people (32.9%), South Jakarta as many as 23 people (31.5%), the West Jakarta area as many as 17 people (23.3%), and the North Jakarta area as many as 9 people (12.3%). With a working period of 0-10 years as many as 43 people (58.9%). Based on the results of the analysis, it is known that the value of teachers' professional digital competence is seen from three aspects, namely technological proficiency with an average value of 40.42, pedagogical compatibility with an average value of 42.15, and social awareness with an average value of 21.81. Thus, it can be concluded that teachers in the driving PAUD unit in the DKI Jakarta area have mastery of aspects of technological proficiency, pedagogical compatibility, and social awareness is very good.

Motives for becoming a teacher in times of digital change: Development and validation of the (D)FIT-Choice scale

This research paper introduces the (D)FIT-Choice (Digital Factors Influencing Teacher Choice) scale and discusses the outcomes of its initial implementation. The (D)FIT-Choice scale expands upon the existing FIT-Choice scale by incorporating additional subscales, namely “Prior digital technology use in education” within Socialization Influences, “Perceived digital teaching competence” within Self-perceptions, and “Contribute to the digital transformation” within Social Utility Value. “Intrinsic value subject” has also been incorporated within Intrinsic Value, and other items have been improved. By administering the (D)FIT-Choice scale to a sample of 506 student teachers, its validity and reliability as an assessment tool were established. The results indicate that digital factors are not prominent drivers for individuals choosing to pursue a career in teaching. Instead, higher levels of digital motivation are associated with the practical benefits of the job rather than with teaching-related intentions. These findings hold implications for teacher training, emphasizing the importance of understanding student teachers’ motivations concerning digital technology and adequately preparing future educators for the present and future digital educational landscape.

Assessment of Digital Teaching Competence in Non-University Education

The enormous influence that Information and Communication Technologies have in society, as well as the pandemic caused by COVID-19, have caused teachers to need to adapt to new educational contexts in recent years, in addition to evidencing the enormous deficiencies in the use of technologies. The quarantine situation made it necessary to organize the educational system so that students could continue their training away from the classroom. This article aims to assess whether teachers’ perceptions about their level of digital competence have changed after quarantine in non-university education teachers in Spain. For this, a nonexperimental quantitative method was applied using descriptive statistical techniques. The sample is made up of 168 teachers, and for data collection, a questionnaire was used covering different areas established by the DigCompEdu framework. The results show that the perception teachers have about their digital competence is that it has improved due to free training, which implies the necessary training of teachers in new technologies. These data encourage the design of a training plan from universities to comply with the resolution of 4 May 2022, of the General Directorate for Territorial Evaluation and Cooperation on updating the reference framework of digital teaching competence.

A review of studies on digital competence in teaching English as a foreign language

This review aims to highlight how digital competence and English as a foreign language were addressed in research and how the integration of digital tools in the teaching and learning process was reflected in the pertinent research area. For that purpose, it examines the studies published in notable journals between 2017 and 2022. Criteria-based review approach was used to search the relevant articles. Following this approach, review of 24 articles was categorized under five main themes; a) article distribution into years, and according to the contexts, b) target groups as participants in the studies, c) focal points of the relevant research, d) methodological tendencies in the studies and e) implications drawn from studies. As a result of the analysis of the papers, the review suggests that digital competence needs being inspected from different perspectives relating it to psychological constraints. Further, longitudinal studies and action research can yield more fruitful results to understand the dimensions of teacher digital competence.

Estrategia metodológica basada en TIC para mejorar las competencias digitales de los docentes

This article emphasizes ICT in the educational field since they seek to improve its quality and equity at different levels worldwide, which is why its implementation in the teaching-learning process must be fundamental, the objective proposed is to design a methodological strategy based on ICT to improve the digital skills of high school teachers of the Educational Unit "Santa Maria" of the Canton El Carmen. For the purpose of this research, we work with a mixed approach of a descriptive type with a non-experimental design, for the collection of data, the techniques of surveys and interviews are used, applying the pertinent instruments; The population considered was 15 high school teachers and 2 authorities of the institution, being a probabilistic sampling for convenience. It was possible to demonstrate that the design of a methodological strategy based on ICT is of great importance to improve the digital competences of teachers in which they can update, enrich, and develop them in an easy and dynamic way, therefore, it is concluded that Teachers must be in constant learning in terms of the development of skills and abilities that allow them an effective mastery of ICT.

Knowledge Map and Evolution path of Teacher Digital Competence from 2008 to 2023: A Bibliometric Analysis

Knowledge Map and Evolution path of Teacher Digital Competence from 2008 to 2023: A Bibliometric Analysis

Digital Literacy and Digital Competence of Teachers on Teaching English at SMKN 4 Pekanbaru

This research aims to examine the digital literacy and digital competence of teachers on teaching English and its effect. Quantitative data is the result of the correlational study in the form of a questionnaire on teachers' digital literacy and digital competence. Data processing is done by simple regression, multiple regression test and correlation test using spss version 25. The simple regression test results concluded that the literacy and competence of digital teachers on teaching English at SMKN 4 Pekanbaru are high scores. The coefficient of determination (R Square) of digital literacy and digital competence is 90.3 % and 85.4 %. Then, the effect concluded that T calc < T table ; 1,182 <4,302 and 0,567 < 4,302. According to the basis of decision making, it was concluded that the null hypothesis is accepted. it means that digital literacy and digital competence in teaching English are not significant.

Digital teaching competence of higher education professors: self-perception study in an Ecuadorian university

Background Teaching professionalization aimed at the digital transformation of educational scenarios and training processes for students in contemporary higher education requires the mastery of digital competence by the teaching staff. The objectives of the study were to analyze the self-perceived level of digital teaching competence (DTC) of the faculty of the Technical University of Manabí (UTM), Ecuador, and to establish the relationship between age, sex, and academic profile variables with digital teaching competence. Methods A quantitative methodological approach was adopted to develop a descriptive-correlational field study with a non-experimental design. The participants were 277 professors, selected through non-probabilistic and voluntary sampling, who completed the DigCompEdu Check-In questionnaire sent by e-mail. Results The data showed that the integrator and expert categories obtained high levels in all competencies. There is also a difference in the pedagogy variable by the interaction of sex and academic profile. Conclusions It is concluded that the competences self-perceived by the professors are within the intermediate categories such as integrator and expert. Likewise, the age, sex, and academic profile variables differ in the digital pedagogy level, which produces an inconsistent relationship, with the exception of the variable evaluates and provides feedback, where it was significant.

STEM Teachers’ Digital Competence: Different Subjects, Different Proficiencies

STEM—science, technology, engineering, and mathematics—and STEM literacy have emerged as one (of many) concerted efforts aiming to provide the different competences required for future generations to adapt to an evolving world. Despite lacking a comprehensive framework for STEM, this concept has been studied under different perspectives, one of which is the digital competences of teachers. This study focuses on the digital competence and proficiency of 20,935 teachers, distributed across the following subjects: mathematics and natural sciences, physics and chemistry, biology and geology, and mathematics. It uses DigCompEdu as a conceptual framework to describe teachers’ use of digital technologies to teach STEM subjects. The results show that biology and geology teachers achieved significantly higher digital proficiency scores when compared to teachers from the other three subjects. Physics and chemistry teachers also scores significantly higher than mathematics and natural sciences teachers. The results show the existence of significant positive correlations among all competence areas for the four STEM subjects. In conclusion, Portuguese teachers presented different levels of digital competence and perceived themselves as differently prepared for integrating digital technologies. A potential implication of this study is the need for teacher education about digital competences and a focus on producing teachers capable of dealing with STEM in their future classroom teaching and learning.

Digital competences in research: creativity and entrepreneurship as essential predictors for teacher training

AbstractThe first purpose of this study was to analyse the digital research competences of higher education teaching staff, depending on whether the level of creativity of the teacher to initiate new research projects and their level of entrepreneurial spirit was low/good. Following, it was analysed whether the use of different emerging technologies significantly affect the digital skills of teachers in research work; and to know in what order the use of these emerging technologies or the combination of several of them affect the digital competences of teachers. A ex post facto design was used with a sample of 1740 Higher Education teachers. Digital skills were measured using the instrument of Guillén-Gámez et al. (Educ Inf Technol 10.1007/s10639-023-11895-2, 2023). The levels of creativity and entrepreneurship were analyzed with dichotomous variables from a 10-point Likert scale (less than 7 points-low level, greater than or equal to 7-good level). The results showed that, although teachers possessed an adequate level of digital research skills, this could vary depending on transversal skills such as creativity and entrepreneurship, with large differences when these skills were at a basic level. Furthermore, depending on whether teachers had research experience in XR technology, cryptocurrencies, facial authentication systems, wearables or robotics, amongst others, this significantly affected the level of digital competence in research. The added value of this study lies on the one hand, in the fact that there are hardly any studies that analyse this subject; and on the other hand, the implications that this could have for institutions to launch training initiatives for their teaching staff in emerging technologies, as well as in transversal competences in any disciplinary field.

The big challenge: Integrating digital teaching competence in the training of pre-service teachers

Preparing teacher candidates for teaching in the 21st century is a great challenge for universities. Teacher training programs must provide trainees with both theoretical and practical knowledge and opportunities for developing professional competences in the digital world. The aim of this study is to explore the perceptions of a group of pre-service teachers from a Catalan university on whether their training program and internship enabled them to develop their digital teaching competence. While developing this study, we deployed various qualitative and quantitative instruments of data collection and analysis. Results reveal there are weaknesses in their current training practices but also suggest that a process of change is taking place.

All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland

In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy.

Adapting to online education: insights from computer science teachers

This paper explored the attitudes and roles of computer science (CS) teachers in elementary and high schools in Croatia in the period from completely online to “normal” schooling. The research was conducted in two phases to gain insight into the adaption of online education in schools. The first part of the research was a quantitative study conducted during online education in 2019/2020 among 538 elementary and high school informatics teachers across Croatia. Data were collected from an online survey. The second part of the research was a qualitative study conducted in 2022, employing interviews for data collection. The interview questions were designed based on the survey results mentioned above. The results showed that CS teachers had a significant role in implementing online schools, acting as implementers of tools for online teaching and as helpdesk IT support to other teachers. Still, formal education nowadays is affected by online schooling, and some online practices are now adopted into regular teaching. Therefore, the findings can serve as a guideline for future education related to the digital competencies of teachers and students.