Digital Competence Of Students Research Articles

WEB QUEST TECHNOLOGY AS A TOOL FOR THE FORMATION OF IT COMPETENCE OF EDUCATION SEEKERS IN PHYSICS CLASSES

The article reveals the relevance and peculiarities of the application of the "Web Quest" technology in the educational process of general secondary education institutions. The main goal of the research consists in improving the methodical system of competence- oriented teaching of physics based on the "Web-Quest" technology. During the research, the methods of comparative analysis, graphical display of results, visualization method, method of systematization, method of processing survey results and method of summarizing research results were used. A key aspect of this technology is the consideration of students as equal co-participants in the educational process, which involves a mutual relationship where the teacher and students together make decisions, determine goals and methods of achieving educational results. An analysis of the latest research is provided, which testifies to the effectiveness of using the "Web-Quest" technology for the formation of information and digital competence of students, increasing students' interest in the subject, developing critical thinking and independence. An example of the use of an educational web quest in physics on the topic "The influence of a magnetic field on living organisms" is given. The stages of students' work on tasks are revealed. R is elaborated methodical tips for teachers of features designing lessons in physics by application educational Web quest.

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.

MODELING AND PROCESSING OF INFORMATION FLOWS IN THE EDUCATIONAL PROCESS OF MEDICAL STUDENTS USING MIND MAPS

The fundamental principle of medical education today should be the formation of a highly qualified competitive medical professional who can conduct innovative activities and has the skills of continuous professional development, as well as increasing the transparency and clarity of the educational process for students and building confidence in achieving effective results. The creation of a modern innovative educational environment involves ensuring optimal conditions for the development and self-development of a student, which can be created, among other things, through the use of modern digital resources by both lecturers and students. Thus, the task of digitalizing the educational process of medical students is currently relevant. The purpose of this study is to model and process the information flows of the educational process of medical students.
 Digitalization and visualization of the educational process at the Department of Histology of National Pirogov Memorial Medical University (Vinnytsya, Ukraine) by developing mind maps revolutionizes education, improves the teaching process, significantly increases the efficiency, effectiveness and quality of the educational process through the development of cognitive, productive, reproductive thinking in students, compliance with the intellectual capabilities of higher education students, increasing the level of involvement of students, developing digital competence in students, and so on.
 The modeling and processing of information flows of the educational process of medical students has shown that students' knowledge is largely determined by the characteristics of information sources, and in order to maximize the coincidence of information flows of information sources and information flows learned by students, it is worthwhile and expedient to digitalize and visualize educational content using mind maps. It has been empirically confirmed that the use of mind maps in the study of the educational component "Histology" has increased the coincidence of information flows of information sources and information flows learned by students from one quarter to three quarters.

Gender differences in the digital competencies of students at the Universidad Central del Ecuador, Variables Potential to Develop Them and Information Management

The study aims to establish the differences between female and male students at the Central University of Ecuador in terms of the development of digital competencies in the variables potential to develop them and information management. The hypothesis was that female students of the Universidad Central del Ecuador had less development of digital competencies than male students in the variables potential for developing them and information management. It was concluded that in the first variable, female and male students showed similar potential to develop digital competencies; in the second variable, in all indicators, women had less mastery than men, so the hypothesis was verified.
 Keywords: digital divide, digital competence, university students, gender, ICTs.
 Resumen
 El estudio responde al objetivo Establecer diferencias entre el alumnado femenino y masculino de la Universidad Central del Ecuador en cuanto al desarrollo de las competencias digitales en las variables Potencial para desarrollarlas y Gestión de la Información. La hipótesis planteada fue: El alumnado femenino de la Universidad Central del Ecuador presenta menor desarrollo de las competencias digitales que el alumnado masculino en las variables Potencial para desarrollarlas y Gestión de la Información. Se concluyó que, en la primera variable, el alumnado femenino y masculino manifiestan tener similar Potencial para desarrollar Competencias Digitales; en la segunda variable, en todos los indicadores las mujeres tienen menor dominio que los hombres, por lo que se verificó la hipótesis planteada. La estructura de este artículo incluye una breve revisión teórica, el método utilizado, los resultados obtenidos, la discusión y conclusiones.
 Palabras Clave: Brecha digital, Competencia digital, Estudiantes universitarios, Género, TIC.

Ways of Forming Students' Digital Competence in Computer Science Classes

The most important condition that the modern information society puts forward for the school is the competitiveness of the graduate, his acquisition of such qualities as independent, critical and creative thinking; the ability to competently work with because today this is one of the most important factors of a young person's success. Therefore, general educational institutions should form in students the ability to learn, find information, critically evaluate it and creatively use it, that is, form digital competence in students, which in the future will provide them with the opportunity to study successfully throughout their lives; prepare for the chosen professional activity and constantly improve one's professional qualifications; to live and work in the information society, in the conditions of the technological economy. Digital competence is a vital skill in today's digital era, where technology is an integral part of our lives. The importance of digital competence has increased even further in the current global pandemic situation, where digital literacy has become essential for continuing education and working remotely. Therefore, computer science classes play a crucial role in fostering students' digital competence. In this article, we will explore different ways of forming students' digital competence in computer science classes.

Features of the Formation of Digital Competence of Higher Education Students Majoring in 029 "Information, Library, and Archival Studies"

The purpose of the article is to analyse the features of the formation of digital competence of future specialists in information, library, and archival studies in the process of studying a cycle of professionally oriented disciplines. The research methodology consists in the application of general scientific and special research methods: analysis, synthesis, classification and systematisation of theoretical data, as well as bibliographic, analytical, and documentary analysis. These research methods provided an opportunity for a comprehensive study of the problem of the formation of digital competence of students and draw relevant conclusions and generalisations. The scientific novelty of the work is that: 1) the emphasis is placed on the fact that in developing specialised courses, the teacher should be guided by the state standards of higher education; 2) the necessity of forming digital competence in students of information, library and archival affairs within the framework of studying a cycle of specialised disciplines is substantiated; 3) the experience of forming digital competence in students of speciality 029 "Information, Library and Archival Affairs" of Ivan Franko National University of Lviv is summarised. Conclusions. At the present stage, there is a significant expansion of the boundaries of the use of the latest information technologies in the activities of documentary and information institutions. Therefore, today it is important to take into account this aspect when preparing and improving the training programmes of the cycle of specialised disciplines for students majoring in 029 “Information, library, and archival studies”. Key words: digital competence, general and special competencies, professional training, distance learning, specialty 029 “Information, library, and archival studies”, Ivan Franko National University of Lviv.

Online Educational Experiences in Some Majors of Eszterházy Károly University

Abstract Introduction: In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus, which presented the education system with a serious challenge. Social inequality (also in terms of network access and device availability) was expected due to, that differences will only increase the gap in education. Digital connectivity and the digital environment became the main arena for students and faculty over the course of a weekend. That's a real question, of course, can we talk about real digital education during this period? Was online education effective or was it rather a blind spot? Methods: In our research, we examined it from the perspective of geography teachers, kindergarten teachers, and university students attending teaching courses learning and teaching „switching online” betweem March, 2020 and April, 2021 at the Eszterházy Károly Catholic University (then even EKE). Our sample consisted of 108 people. We used an online questionnaire study to assess students' experiences with the effectiveness of distance learning and the development of their digital competence, about the possibilities of implementing professional internships. We were looking for student answers to, how each segment of distance learning can be integrated into the normal education system. We compared our results with similar Hungarian and international research results. Results: Most students felt that online education was effective. The digital competence of students has evolved. Due to changed circumstances of traineeships, students could not gain enough experience, which could later affect their work. Discussion: The changes that have occurred can be highlighted as secondary benefits, this educational environment could be more sustainable in the future, than the traditional educational environment, however, the consequences of isolation cannot be ignored. Limitations: The research shows data valid only for Hungary. Conclusions: Consideration of the experience of students for the effectiveness of their education in the coming years.

Study of the Development of the Use of Communicative Technologies in the Educational Process of Engineers Training

Pedagogical science sees the specificity of higher engineering education in the fact that future engineers need not only to master the theoretical foundations of engineering calculations, but what is especially important for quality professional training, is to acquire stable abilities and skills to implement successful practical activities – readiness for independent professional improvement. At the same time, the development of communication technologies, a derivative of the needs of civil society, has accelerated markedly due to the forced physical isolation caused by the need to combat the Covid-19 pandemic. The transfer of knowledge in traditional forms between participants in the educational process, due to the dramatically increased mobility of the parties, is losing its effectiveness. The Internet, educational platforms, and social media have undeniably increased the speed and volume of information exchange. The authors of the article, having experience in using and evaluating the effectiveness of various communication technologies and tools, conclude that there is an obvious qualitative improvement in the digital competence of students.

Impact of education digitalization and TIC in promoting social inclusion in universities

This research aims to examine how using digital tools and Technologies, Information, and communication (TIC) in higher education can help advance the goal of social inclusion. This study uses a qualitative and quantitative methodology to help in providing adequate results. The study also conducted descriptive analysis and cluster group effect to determine the relationship between the respondents in this study. This study surveyed 179 undergraduates at Peru's University of Lima and some of the data collected includes age, education level, and gender. As shown in the result, cluster 1 (chi-sqr = 29.78; p .001,max = 5.1), Cluster 2 (chi-sqr.= 99.6; p .001), and Cluster 3 (chi-sqr.= 13.1; p =.001). From the results, incorporating TIC into the classroom can have far-reaching effects on fostering social inclusion in higher education. However, several factors affect the extent to which digitization promotes social inclusion, such as the quality of the digital infrastructure, the digital competence of students and teachers, and the educational method is taken.

Theoretical Models Explaining the Level of Digital Competence in Students

In the new global scene, digital skills are a key skill for students to seize new learning opportunities, train to meet the demands of the labor market, and compete in the global market, while also communicating effectively in their everyday and academic lives. This article presents research aimed at relating the impact of personal variables on the digital competence of technical problem solving in Spanish students from 12 to 14 years old. A quantitative methodology with a cross-sectional design was employed. A sample of 772 students from 18 Spanish educational institutions was used. For data collection, an assessment test was designed (ECODIES®) based on a validated indicator model to evaluate learners’ digital competence (INCODIES®), taking as a model the European framework for the development of digital competence. Mediation models were used and theoretical reference models were created. The results allowed us to verify the influence of personal, technology use, and attitudinal variables in the improvement of digital skill in technical problem solving. The findings lead to the conclusion that gender, acquisition of digital devices, and regular use do not determine a better level of competence.

Исследование цифровой компетентности студентов – будущих педагогов в контексте педагогики индивидуальности

The relevance of the study is explained by the digital transformation of society and the digitalization of education, its opportunities and risks. The key idea of the research is to reveal the phenomenon of students’ digital competence in the context of personality pedagogy. Namely, through the skills and competencies in the areas of individuality that arise when students apply digital technologies in their training. Data collection was carried out using self-assessment. Students assessed skills and competencies in the areas of individuality. The factor analysis showed that the digital competence of students is associated with the subject-practical sphere, existential sphere and the sphere of self-regulation.

ЦИФРОВЫЕ ТЕХНОЛОГИИ КАК ИНСТРУМЕНТ РАЗВИТИЯ ПРОФЕССИОНАЛЬНО ЗНАЧИМЫХ ЦЕННОСТЕЙ БУДУЩЕГО УЧИТЕЛЯ-СЛОВЕСНИКА

Digitalization of higher education involves the restructuring of all its components, including the preparation of future teachers. During the shaping of vocational competence in future philology teachers, it is of particular importance to develop digital competence, which becomes a personal value under the conditions of forming professionally significant values. The quality of mastering this competence by aspiring teachers influence the success of their pedagogical activity. The article addresses the experience of developing digital competence in students of the philological faculty of Donetsk State University, basing on the analysis of digital technologies and tools. A system covering three areas of educational activity is presented: formation of students' skills and abilities to work with industry-specific software; mastering innovative technologies based on means of computer systems for their use in teaching; mastering the basics of project activity for the purpose of managing educational projects at school. The characteristics of each area are given. Moreover, there is an indication of the knowledge and skills that Bachelors of Philology gain in the process of learning basic and variable disciplines containing modules related to the digital presentation of the material.

TEACHER’S DIGITAL COMPETENCE IN THE EUROPEAN EDUCATIONAL DISCOURSE

This article highlights the key principles of forming a teacher’s digital competence. The purpose of the article is to highlight the peculiarities of forming a teacher's digital competence, taking into account European approaches to this process. During the problem formulation process, a combination of interdisciplinary methods is employed: theoretical methods such as analysis and synthesis to identify the main directions of research into the digital transformation of teacher education; empirical methods, including the study of scientific works and legislative framework related to the digitization of teacher education, and so on. The documents that cover the issues of forming digital competence in students, in particular future teachers, are considered. It has been found that in the European context, teacher training in digital skills should be based on the principles of digital citizenship. This means a critical approach to information that allows educators to navigate the digital world and develop an understanding of the core values of democracy. Studies have shown that the development of teachers' digital skills can be enhanced by gaining the ability to use digital technologies to improve the quality of teaching, educational development, and personal and continuous professional development. It has been established that modern teachers can use digital technologies to effectively managе and organize the educational process, which significantly expands the capabilities of students, taking into account their abilities, needs and interests. Therefore, mastery of digital technologies will ensure an effective, inclusive and innovative learning environment for students.

Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors

BackgroundRemote learning, or synchronous or asynchronous instruction provided to students outside the classroom, was a common strategy used by schools to ensure learning continuity for their students when many school buildings were forced to shut down due to the COVID-19 pandemic. Differences in technology infrastructures, digital competencies of students and teachers, and home supports for learning likely led to inequalities in the way remote learning reached and was perceived by students. This study seeks to understand how student perspectives on remote learning varied across and within several countries.MethodsBuilding off a conceptual framework developed to understand remote learning success and using data from the Responses to Education Disruption Survey (REDS) student questionnaire from seven countries, we construct measures of student perceptions of three essential components of successful remote learning: Access to Suitable Technology, Effective Teachers, and Engaged Students. We then compare values on these scales across and within countries to identify inequalities in remote learning quality during school closures. We also investigate the extent to which schools implemented supports for remote learning across countries.ResultsWe find evidence of across country variation in remote learning quality with certain countries having much lower values on our remote learning quality scales compared to other countries in our sample. Furthermore, we identify within-country inequalities in access to and confidence in using technology with low-SES students, girls, and those living in rural areas having lower values on these measures. Furthermore, we find some evidence of within-country inequalities in student engagement across socioeconomic groups. In contrast, we do not find as many inequalities in our measures of effective teachers. In most countries, schools provided several supports to improve remote learning.ConclusionsWhile inequalities in remote learning experiences were anticipated and confirmed by our results, we find it promising that, in some countries, inequalities in access to and confidence in using technology as well as student engagement did not extend to inequalities in perceptions of teacher effectiveness and support. Schools’ efforts to support remote learning, regardless of student background, should be seen as a positive and illustrate their resilience in the face of many challenges.

Statistical Validation of the “ECODIES” Questionnaire to Measure the Digital Competence of Colombian High School Students in the Subject of Mathematics

Education in the 21st century faces the challenge of digitalization; therefore, the acquisition and development of digital skills in students is indispensable, not only for their learning processes but also for their lives. This study aims to validate the test “ECODIES”, which was used to assess the level of development of digital competence in students in a public high school in Bogotá (Colombia). The test is based on the DigCom model and was administered to a sample of 777 students aged between 11 and 18. The results obtained in the exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability analysis show the quality of the test. Therefore, in this study it is concluded that “ECODIES” is a test with the reliability and validity to assess digital competence in the Colombian context; in this way, we hope to gain enough research about this topic to contribute to the development of digital competence in Colombian students. We conducted an instrumental study for the analysis of the psychometric properties of the questionnaire.

ЗМІСТ ТА СТРУКТУРА ПОНЯТІЙНОГО КОНСТРУКТУ «ІНФОРМАЦІЙНО-ЦИФРОВОЇ КОМПЕТЕНТНОСТІ УЧНІВ»

The article substantiates the content and structure of the conceptual construct of «information and digital competence of students» of secondary schools. It is noted that there is no single approach to determining the information and digital competence of students in the use of information and digital technologies in their educational activities, and those that exist are typologically related, with different component structure. Based on the analysis of modern understanding of the pedagogical phenomenon of «information and digital competence» the definition of «information and digital competence of the student», which involves confident and critical use of information and communication technologies to create, search, process, exchange information in the learning process. public school space and private communication. It is noted that in the Concept «New Ukrainian School» competence is interpreted as a dynamic combination of knowledge, ways of thinking, views, values, skills, abilities, and other personal qualities that determine a person's ability to successfully conduct educational and further professional activities. It is shown that the training of a highly qualified and competent person in modern society is one of the priority areas in reforming the current educational space of Ukraine. The reform of the New Ukrainian School is aimed at the development and mastery of key competencies by students, in particular-information and digital. The structure of information and digital competence of students is offered, which includes information and media literacy, basics of programming, algorithmic thinking, ability to work with databases, skills of Internet security and cybersecurity, as well as understanding of ethics of information (copyright, intellectual property etc). The combination of knowledge, skills and abilities opens up opportunities for students such as the ability to carry out web design, develop presentations, use graphics programs, the availability of information from online libraries, web browsers, Word, etc. Key words: competence, information competence, digital competence, information-digital competence, structure of information-digital competence, competence approach.

Формирование цифровых компетенций при реализации магистерских программ (на примере владивостокских вузов)

The guideline of higher education is aimed at training a highly qualified specialist in accordance with the needs of modern society. The impact of the digital economy on developing the key competencies and training in-demand graduates of higher educational institutions in the regional labor market have been studied. The analysis of scientific articles was carried out, which confirms that excessive fascination with the ideas of digitalization can contribute to a decrease in the teachers’ activity, there is also a risk of reducing the creative potential of students, reducing their mental activity and poor socialization. The process of implementing the master’s programs in the Vladivostok universities (cases of Vladivostok State University of Economics and Service and Maritime State University after admiral G. I. Nevelskoy), developing the key knowledge and skills in the learning process of undergraduates and determining the level of digital competence of students are studied in details. The initial results of empirical studies of the processes involving the subjects of the master’s programs of the universities of Vladivostok are presented. The results of interviewing the teachers of the master’s degree programs and the undergraduates’ survey on using the modern educational technologies in training the undergraduates of universities are reflected. The conclusion is made about the spread of online and interactive learning, project activities and the use of network programs. A study characterizing the level of formation of digital competencies of master’s degree students has been presented.

Уровень цифровой компетентности студентов как условие готовности будущих педагогов к использованию цифровых технологий в учебном процессе

The article analyzes Russian and foreign approaches to establishing the relationship between the level of digital competence of students as a condition for the readiness of future teachers to use digital technologies in the educational process. 
 The purpose of this study is to diagnose the level of digital competencies among students and interpret the data obtained. 
 Based on the analysis of Russian and foreign experience in the development of digital competencies among university students, a questionnaire was developed to assess the level of formation of digital skills and abilities. Data collection was carried out through an online survey of pedagogical university students using a structured questionnaire. The data obtained allowed us to conclude that the students of the pedagogical university demonstrated a sufficiently high level of digital competence. 
 Future teachers demonstrated high results in such competencies as the use of digital solutions for effective communication with both teachers and students; the creation of their educational materials and assignments on subjects using a computer; modification and exchange of digital materials; the use of the Internet to search for information resources, comparison, evaluation and selection of digital resources; knowledge of the basics of digital security; the use of digital technologies at different stages of training and in the implementation of various organizational forms of training (lectures, practical classes, consultations, tests, exams, individual and group work, including on a project), including for self-organization and self-control and creative (productive) solutions of educational tasks.

Modular-Cybernetic Approach for Development of Digital Competence of Students – Future Teachers

The present research aims to investigate opportunities for the development of digital competence of future teachers through the application of a modular-cybernetic approach and a technological variant developed on its basis. The experimental research focuses on diagnosing the cognitive and practical achievements of students in order to identify the possibilities and limitations of the modular-cybernetic approach in the development of digital competence. The empirical research was conducted with a group of 86 students admitted to study Bachelor’s degree in the professional field of Pedagogy. The system of criteria and indicators in the course of the empirical research is used as a “core of the competence” with an emphasis on the cognitive and practical achievements. The Wilcoxon’s Test (Wicoxon) is utilized to compare correlating groups. The results of the Wicoxon application show that the modular-cybernetic approach for the development of students’ competence has a greater than average impact on knowledge formation and also affects the development of cognitive skills to a small extent. On the other hand, the applied technological variant does not help the development of problem-solving skills and practical-applied skills.

Digital Competence of Students from Economic Universities in Vietnam in the Digital Economy

In recent years, digital competence has become one of the most significant fundamental competences in the digital economy. Digital competence is a key aspect for student majoring in economic in order to study and work in the world of the global economy. The development of digital competence for students include the determination of the conceptual content and current status of students' digital competence. For countries conducting digital transformation in the later stages like Vietnam, inheriting the achievements of previous countries is the optimal choice. After analyzing and synthesizing experiences from previous research results and the digital competence measurement frameworks for students from Vietnam and other countries, we chose an appropriate digital competence framework - the DLGF Framework of UNESCO to conduct measurement and assessment of the available digital competences of students. This study will be a basis for proposing the training programs to develop their digital competence for students in Vietnam. Keywords: Digital competence, university students, digital economy. DOI: 10.7176/EJBM/14-3-02 Publication date: February 28 th 2022