Digital Competence Research Articles

Las competencias digitales y la autonomía del estudiantado de educación superior. Validación y diagnóstico

Aim. This study aims to analyze the levels of digital competencies (DC) and autonomy among higher education students and to characterize the possible correlation between these variables. Method. A non-probabilistic convenience sample of 294 Mexican undergraduate Social Sciences and Humanities students was used. The research was quantitative-correlational, descriptive-cross-sectional, and non-experimental. Self-administered online questionnaires were used to measure the DC and autonomy variables: an adaptation to Mexican Spanish of the instrument “Basic Digital Competencies 2.0 of University Students” (COBADI®) (Zapata-Ross, 2013) and the “Autonomy” by Bei et al. (2019), respectively. Results. Diverse levels of DC and autonomy were found among students from the different universities. Higher levels of DC and autonomy were associated with being female, using ICT for academic activities, having computer equipment and the Internet, and using the computer for more hours. Non-parametric tests confirmed direct and moderate associations between the variables, particularly when considering some of their dimensions. Conclusions. Adequate levels of DC are associated with higher student autonomy in ICT-mediated education.

Older adults and robot literacy

ABSTRACT Robots have acquired roles in the provision of information and services. Older adults may interact with robots in many settings, including their homes and public places and, for example, care settings in or outside their homes. In older adults’ care, robots are used to assist their daily tasks, such as cleaning, eating, dressing, bathing, social interaction, entertainment, and medication taking. Consequently, older adults are required to have robot literacy, which has been suggested as a subset of media literacy. However, up to date, only a few researchers have defined robot literacy. In this conceptual article, we first discuss robots in the everyday lives of older adults. Second, drawing on previous studies on media literacies, digital competences, human-robot interaction and other relevant research fields, we define robot literacy as a multidimensional set of skills comprising the following seven skill dimensions: 1) awareness of robots; 2) interaction with robots; 3) understanding and evaluation of the information provided by robots; 4) understanding the data security and privacy of robots; 5) programming of robots; 6) ethical reflection; and 7) providing and receiving social support. Finally, we discuss the applicability of the concept of robot literacy and the limitations of our definition of the concept.

Strategic priorities for digitalization of the mining sector of Kazakhstan

Global uncertainty has transformed the economy of Kazakhstan, which is striving to become a center of innovative development in Central Asia. According to the authors, one of the reasons for the raw material orientation of the country's economy, along with the predominance of energy-intensive types of production, is the technological backwardness of the mining sector. The article shows that the strategic goal of the Kazakhstan mining complex to integrate into the world economy involves a focus on innovative development. PEST analysis of the most important micro- and macroeconomic factors made it possible to assess the current situation of enterprises. It was revealed that one of the significant reasons for the innovative lag in the mining sector of Kazakhstan is the lack of a strategic vision of digital transformation and change management mechanisms among enterprises. The authors conclude that the continuous complication of mining and geological conditions and the growing demands of stakeholders require enterprises to build internal production processes, promote R&D, improve the organization of analytical work based on an engineering and economic approach to the selection of tools for the digital basis of production, and active interaction with external partners and startups. It is substantiated that for further progress an integrated approach to the creation of intra-production digital competencies is necessary; enterprises should focus on organizational and technological transformation, including changes in the organizational structure and transformation of the business model. The results of the study are of interest to industrial enterprises when they develop proactive innovative strategies focused on reorganizing operational activities and increasing investment to promote business.

Digital forgotten people?: decomposing digital divide in urban China

The digital divide among senior citizens is a significant challenge in the information era, particularly during the COVID-19 pandemic when elderly individuals’ difficulties with technology negatively impacted their quality of life. This paper analyzes the digital divide by breaking it down into three aspects: ownership, competence, and learning. Using a novel and representative dataset from Shanghai, the study highlights a significant digital divide among the elderly, characterized by lower device ownership, limited digital competence, and restricted learning channels, despite many seniors showing interest in digital skills. This divide is exacerbated by internal disparities tied to age, education, and family support. It highlights the need for targeted policies to enhance digital inclusion for the aging population. Overall, this research contributes conceptual innovation to enhance our understanding of the digital divide and addresses the challenges faced by the ‘digitally forgotten’ in China. Given China’s blend of technological advancement and demographic shifts, the findings of this research have broader implications for global efforts to navigate the complexities of digital transformation in aging societies.

Model of digital competencies of technical graduates

Model of digital competencies of technical graduates

TEACHER COMPETENCE IN THE DIGITAL ERA A PHENOMENOLOGICAL STUDY

This study aims to understand teachers' experiences in developing their digital competence in the era of educational digitalization through a phenomenological approach. The research focuses on the factors influencing teachers' digital competence, the challenges they face, and the role of institutional support such as schools, education policies, and professional training. The research method used is qualitative with a phenomenological approach, where data is collected through in-depth interviews with participating teachers and field observations. The data is then analyzed using thematic analysis techniques to identify key themes that emerge from the teachers' subjective experiences. The findings show that teachers' digital competence is influenced by access to technological infrastructure, prior experience with technology, and institutional support. Teachers in urban areas are generally better prepared to face digitalization compared to teachers in remote areas, who experience limitations in technological access. Additionally, relevant professional training and supportive education policies play a crucial role in enhancing teachers' digital competence. However, challenges such as psychological pressure and ethical dilemmas in maintaining social interaction with students also emerge as barriers in this adaptation process. In conclusion, holistic support, both technical and emotional, is essential to help teachers effectively develop their digital competence.

The role of universities in enabling open innovation through the development of digital competence of faculty

The concept of open innovation, which involves the intentional exchange of internal and external knowledge to accelerate innovation, has been widely discussed in business management but, in recent years, has also entered the academic community. This concept aligns closely with the university's mission to advance knowledge, foster creativity, and address real-world problems. The present study aims to examine the role of universities in promoting educational innovation as a form of open innovation through developing the digital competence of faculty and using external sources of knowledge. Accordingly, this study explores the following research questions: 1) What educational innovations are facilitated by developing faculty's digital competence? 2) To what extent are these educational innovations linked to external knowledge sources? The study is based on the following research methods: scientific literature review, focus group discussion with faculty members, and conceptual model development through data triangulation. The findings position digital competence as an enabler of educational innovations and highlight the university's role in creating a conducive environment for open innovation by enabling collaboration with various actors, accessing and sharing knowledge and empowering the participation of diverse stakeholders. Moreover, the study concludes that enhancing faculty digital competence, integrating external knowledge through collaborative spaces, fostering industry partnerships, and investing in digital infrastructure can create a dynamic ecosystem that supports open innovation as an educational innovation.

A New Digital Competence Framework for Primary School Design and Technology Teachers

The digital competence framework for DT teachers in primary schools was validated using Principal Component Analysis (PCA). With this framework, relevant parties identifythe training needs of existing DT teachers or trainee teachers who takethe DT subject for continuous self-reflection and improvement. This study was conducted to examine the reliability of the DIGIGLO Digital Competency Assessment instrument using Rasch Model as a measurement of its reliability. Testing and validation wereconducted to ensure that the elements of the digital teacher competency framework meet the Principal Component Analysis (PCA) criteria. The purpose wasto ensure and confirm that the measured research elements are independent. The study involved 283 primary school Design and Technology teachers in the state of Johor. Respondents answered the online questionnaire using Google Forms to obtain the necessarydata for this study. For verifying the digital competency framework, the researcher used the Rasch measurement model approach by conducting Principal Component Analysis (PCA) using Winsteps software. The findings indicate that the validated framework can effectively identify areas for teacher development. Recommendations for policy and practice include targeted training programs and continuous professional development.The results indicate that the framework is reliable and effective for assessing digital competencies, and its implementation can significantly enhance the quality of DT education in primary schools in Johor.Findings of this study provides a model for precise skill assessment and tailored professional development that can be applied across various educational settings to improve vocational training. This approach ensures that TVET educators are equipped with the necessary digital skills to meet the evolving demands of the educational and labor markets, fostering a more digitally adept and competitive workforce.

Factors Affecting Lecturers’ Digital Competence: A Study at some Universities in the North of Vietnam

In recent years, the decrease in swamp land has been observed in both urban and rural areas. This phenomenon is land hoarding to the deliberate Digital transformation has been deeply penetrating all areas of life, contributing to increasing global labor productivity. The process of digital transformation of education and training in the context of the strong industrial revolution is inevitable. This study aims to show the factors affecting the digital competencies of economics lecturers at universities. The author used SPSS 25.0 software to process and analyze data through a survey of 311 lecturers in economics majors, testing the reliability of the scale using Cronbach's alpha coefficient and exploratory factor analysis. of 5 independent variables with 20 observed variables, and the author also uses regression analysis to test the compatibility between independent factors affecting the dependent factor as well as determine the level of impact of factors and model fit. Research results have shown that it is necessary to build a team of lecturers with digital capabilities that meet standards, which is a key condition to achieve the goal of improving the quality of training and education of Vietnam’s universities.

Social services and healthcare personnel’s digital competence profiles: A Finnish cross-sectional study

BackgroundRecent research has highlighted the deficiencies and variations in the digital competences of social services and healthcare personnel. Yet there is a shortage of data regarding how the personnel use digital devices and solutions and their attitudes towards digitalisation. Hence, a systematic investigation into digital devices and solutions in healthcare is warranted. ObjectivesThis study aimed to analyse the similarities and differences in digital competences and organisational support among healthcare personnel, focusing on using digital applications and services. The primary research question was to investigate what kinds of digital competence profiles are identifiable through social services and healthcare personnel self-assessments. MethodsThe survey was conducted in the Wellbeing Services County of Central Finland at the end of 2023. It utilised validated self-assessment methods and garnered 643 responses from social services and healthcare professionals. Data analysis involved quantitative cluster analysis for grouping participants and qualitative content analysis for describing the clusters. ResultsThe study resulted in a final model of seven clusters that presented distinct digital competence profiles with relatively even sizes. These clusters represented the different aspects of digital usage among social services and healthcare professionals. They could be categorised into three overarching profiles: 1) Motivated digital experts, 2) Burdened digital users and 3) Frustrated survivors. Motivated digital experts comprised up almost half of the respondents (45.1%). Still, the findings also facilitated identifying of a small group of Frustrated survivors (7.5%) who represented burdened and stressed digital users. ConclusionsThe results indicate significant variances in digital competence profiles among employees. Social services and healthcare personnel perceive the opportunities and challenges associated with digital applications and services differently. Further detailed research into the disparities between digital competence profiles is necessary, particularly regarding the types of support that benefit different profiles the most.

Online Education in Hungary and Armenia during the Pandemic and Its Aftermath

After the breakout of the COVID-19 pandemic our lives have been profoundly changed, including higher education, where a digital form has emerged as a result. This paper presents some of the results of nearly two and a half years of research conducted in two countries. The first objective was to analyse the experience of the transition to digital education, digital competencies and equipment of staff during the COVID-19 pandemic, and the second was to summarise the impact of the alternatives to digital education at universities after the pandemic. It was also aimed at describing how digital education at the universities of these two countries with very different cultures has been tackled and whether the experiences are different. The research was carried out by means of a questionnaire including 592 instructors from Hungary and 111 from Armenia. The researchers analysed the data using SPSS 28 statistical software. Univariate and multivariate analyses were conducted, including frequency, mean and standard deviation tests, cross-tabulation analysis, ANOVA, independent samples t-test, and correlation. analyse The current study suggests that the two culturally different countries did not have completely different practices, and also the smoothness of the transition to digital education has a major impact on how digital solutions are integrated into university education in the two countries in the future. To conclude, the pandemic induced the emergence of online education, which is here to stay with us in the future to supplement traditional, offline forms.

Evaluating the impact of digital dance competitions on university students’ digital competence amidst COVID-19

Evaluating the impact of digital dance competitions on university students’ digital competence amidst COVID-19

The effects of facilitating conditions, digital competence, and technostress on higher education students’ digital informal learning: A moderated mediation examination

Although previous studies have highlighted the importance of facilitating conditions in enhancing students’ digital informal learning (DIL), the effect mechanism is still unclear. This study strives to examine the mediating role of digital competence and the moderating role of technostress between facilitating conditions and DIL. Data were collected from 385 undergraduates from two Chinese universities and were analysed employing AMOS and SPSS. The results indicate that: (a) Facilitating conditions predict students’ digital competence and DIL positively; (b) Digital competence has a positive mediating effect on the association between facilitating conditions and DIL; (c) Technostress plays as a negative moderator in the relationship between facilitating conditions and DIL. In conclusion, to enhance higher education students’ DIL, educators and administrators should take facilitating conditions, digital competence, and technostress into consideration.

어린이집 교사가 인식한 디지털 역량의 중요도-실행도 분석

This study aimed to explore the contents for the education and training to enhance the digital competencies of childcare teachers through Importance Performance Analysis (IPA), which compares the importance of digital competencies perceived by childcare teachers with their own evaluation of their competencies, i.e., the level of performance. As a result of analyzing the survey data of 397 childcare teachers, it was confirmed that the respondents perceived their own competencies (performance) as relatively low compared to the importance of digital competencies. In addition, it was found that in order to foster the digital competencies of childcare teachers, it is an urgent task to include in education and training the production of digital content for teaching and learning of young children, the creation of a digital environment suitable for young children, the management of SNS information, and the collection and analysis of digital data. Tasks that require gradual improvement include a positive attitude toward the production of digital content, the utilization and reconstruction of digital content, the evaluation of virtual/augmented reality content suitable for young children, the use of online communication platforms, the ethical awareness of digital works and communication, the understanding of changes in the digital society, and efforts to foster digital competencies. Finally, it was suggested that the current status and needs of digital competencies of childcare teachers should be specifically reflected when organizing and operating digital education and training programs for the teachers.

Exploring Digital Proficiency Among Mothers of School-going Children in Kerala

Early exposure to social and digital media in this digital age greatly influences children’s lives, leading to an increasing number of parents and educators becoming concerned about the potential negative effects of excessive screen time. By investigating mothers’ digital competencies as informal educators, this study fills a significant research gap. The paper emphasises women as mentors, highlighting their responsibility to supervise and guide their children’s use of digital devices in an era of pervasive connectedness. Using a modified version of the DigCompEdu framework, the study focuses on two essential elements: empowering children; and fostering their understanding of digital competence areas. A thousand homemakers from two wards of the Kochi Corporation area in the Ernakulam district, Kerala, India are included in the study. Discriminant analysis is used to identify four important skill areas that demonstrate significant group differences – between Novice, Basic, Independent, and Proficient user groups. Results imply that tailoring digital literacy programs to mothers’ varying proficiency levels can enhance their ability to navigate digital parenting effectively. Additionally, integrating sociodemographic factors into interventions can ensure relevance and efficacy in addressing digital competence disparities among mothers.

DIAGNOSTICS OF THE DEVELOPMENT OF INFORMATION AND DIGITAL COMPETENCE OF FUTURE OFFICERS

Formulation of the problem. Today the problem of developing information and digital competence (IDC) of future officers in the context of non-formal education and the problem of designing a diagnostic apparatus to measure such development is relevant. The paper aims to develop a diagnostic apparatus (criteria and indicators) to measure the development of information and digital competence of future officers Methods. To achieve this goal, we used the analysis and generalization of scientific sources, structural and logical analysis to identify and substantiate the indicators of the development of the IDC of future officers, as well as content analysis and comparative analysis to characterize the levels of development of the IDC of future officers. Results. To assess the levels of development of the IDC of future officers, the criteria (motivational and value, cognitive and activity) and the relevant indicators (the presence of motives, value attitudes for self-development, knowledge about IT & DT in general and in the industry, the ability to use DT and IT to solve professional problems) have been determined. The qualitative assessment of the indicators made it possible to characterize the levels of development of future officers' IDC. Each level (low, medium, and high) reflects a different degree of IDC development, and, accordingly, a different degree of development of motives, knowledge, and skills to use IT and DT in professional activities. A low level may be sufficient for basic tasks, but medium and high levels are critical for managing complex operations and adapting to the performance of professional duties. Conclusions. This diagnostic apparatus has been developed, and levels of development of future officers' information and digital competence have determined the ability to use modern technologies to perform official duties effectively. With the help of the diagnostic apparatus, it becomes possible to test the effectiveness of pedagogical models of future officers' IDC development.

Current issues of digital skills formation in modern education

The article talks about current problems of formation of a set of students’ digital skills in a new learning format. The authors of the study, having studied European standards for teaching information skills at various levels, consider digital skills as necessary for mastering professional knowledge, managing modern and future life, techniques and technologies. The authors of the article analyze the conditions for their formation in the process of vocational education and make an attempt to define them within the framework of qualifications in five aspects: digital literacy and ability to organize information blocks, space for conversations and interaction; information security and search for solutions. The article also identifies and substantiates the need to design basic digital skills for students, updates the creation of a scientific and methodological basis for teaching digital skills during organized learning, and reveals the strategies of pedagogical approaches to blended learning. In addition, it is shown that digital didactics is the basis for creating modern methods and strategies for teaching a profession in a digital format, however, in order to implement all the principles and strategies of digital learning, it is necessary to eliminate the question of forming students' digital competencies and level digital skills.

Exploring the digital divide among early childhood teachers: focusing on digital information level, digital social capital, and digital competence

Exploring the digital divide among early childhood teachers: focusing on digital information level, digital social capital, and digital competence

미래 예비교사의 AI 리터러시와 교수 효능감 발달을 위한 교육청 캠프 운영 사례 연구

Objective: This study analyzes the effectiveness of the Education Office's high school Winter/Summer School camp during school vacations for enhancing the artificial intelligence (AI) digital competences of high school students aspiring to become future teachers, and students' satisfaction. Methods: To measure the effects and satisfaction, we conducted pre- and post-course surveys using Google Forms to assess students' perception of AI, AI literacy, and teaching efficacy. We supplemented these quantitative data with qualitative data by utilizing participants' learning logs and conducting interviews. Finally, we fostered interaction among the participants during the learning process through Naver Band, and observed the outputs and learning process through activities such as creating teaching and learning content using AI and digital tools. Results: We found high satisfaction levels, and significant positive effects on students' perception of AI, AI literacy, and teaching efficacy. Clearly, the camp courses helped participating students develop AI literacy, enhance teaching efficacy, and build their competencies as future teachers. Conclusions: The "AI and Digital Competency Education Practicum for Future Teachers" conducted in the Winter/Summer School can enhance participants' AI literacy, teaching efficacy, and overall learning satisfaction. This has important educational implications for future teacher training.

Технологии цифровой экономики в обучении переводу

Introduction. Due to the active introduction of digital technologies into human activity, there is a change in the way of work organisation, changes in the content of processes, including the profession of translator. Inclusion of the study of the peculiarities of the use of digital economy technologies in the educational process allows preparing future specialists for their professional activities. The aim of the work is to identify the main features of digital economy technologies, to determine the possibilities and directions of their use in the activity of a translator, as well as to identify the content of digital competences and ways of forming them in linguistics students in the educational process. Materials and methods. The methodology is determined by analytical approaches to identifying the features of digital economy technologies, the comparative method allowed us to form approaches to the content of digital competence in translation activity. The method of point-rating assessment allowed us to identify the level of formed designated knowledge, skills, abilities and competences. The survey method allowed to get feedback from the 4th year students of the direction “Linguistics” participating in the sample. As a theoretical basis we used scientific works devoted to the issues of digital competences of translators, as well as digital technologies in their professional activities. The results of the study and their discussion. The introduction of the issue of the use of technologies of the digital economy into the educational process of training future translators allows us to define the content of the discipline “Information Technologies in Translation”, the components of the translator's digital competence determine the directions of competence formation and the content of the current control. The policy of import substitution and sanctions has imposed requirements on the relevance of the applications and services used, which poses difficulties for the technical organization of the learning process and allows us to formulate new criteria for the selection of software. The results of the interim control showed an increase in the efficiency and quality indicators of the learning process in the discipline. Conclusion. A properly organized digital environment, modern information technologies selected on the basis of scientific criteria, an educational process aimed at motivating professional work and assessing the formation of both digital and translation competence allow to increase the efficiency of learning and its quality in the training of translation specialists.