Digital Competence Research Articles

A Systematic Review of Digital Competence Evaluation in Higher Education

University students’ digital skills depend significantly on educators’ proficiency, necessitating regular assessments. Tools like DigComp and the TPACK model are provided in this technological context. A systematic review, following PRISMA criteria, aims to evaluate digital competencies through globally used tools. DigCompEdu is prominent, with Spain leading the research, while unvalidated instruments from Asia highlight global disparities. This review will identify key tools and expose geographical and validation gaps, stressing the need for standardized assessments. Understanding the predominance of DigCompEdu and seeing the variation that is generated in Asia highlights the poor ability to transmit self-perceived competencies to learners.

Digital competences and disability: a contribution to a more inclusive digital society

Digital competences and disability: a contribution to a more inclusive digital society

Functioning in Older Adults: Prevalence and Implications for Policy and Digital Services

Abstract Background Actions maintaining and promoting functioning, and proactively preparing for the surge in demand for services in near future, are needed as the population is aging. Policy actions need to base on up-to-date picture of the situation. We examined the prevalence of limitations in different dimensions of functioning in the older population. Methods Data consisted of participants aged 75 years or older (n = 9,686) in the nationally representative Healthy Finland Survey in 2022. The questionnaire included questions on various aspects of functioning (physical, cognitive, psychosocial, need and use of help), quality of life, internet use and digital competence. Weighted prevalence of functional limitations by age (75-79, 80-84, 85-89, ≥90 years) was analyzed for men and women using logistic regression, sampling design and non-response acknowledged. Results Difficulties in most aspects of functioning increased rapidly with age. In ≥ 90-year-olds, one third experienced major difficulties in activities of daily living (vs. 4% in 75-79-year-olds), and 30% of men and 45% women aged 90 or over experienced major difficulties in getting out of their home (vs. 4% in 75-79-year-olds). The prevalence of loneliness doubled by age, from 9% in the youngest to 21% in oldest age group. The corresponding increase in psychological distress was from 9% to 15%. Need for help increased dramatically with age, but the unmet need among those needing help did not, being around 20% in all age groups. In ≥ 90-year-olds, 83% of men 92% of women reported little or no internet skills (vs. 40% in 75-79-year-olds), and 55% of men and 75% women did not use digital services at all, i.e. neither independently nor with help from others (vs. 25-28% in 75-79-year-olds). Conclusions Difficulties in functioning and need of help were common among the oldest age groups which underlines the urgency to ensure sufficient resources for elderly care. Key messages • While developing health and social care services, equal access to services must be ensured even for those not able to use digital services. • Functioning must be supported not only by measures aimed at the individual, but also by improving the environment so that people with a lower level of functioning can cope with their everyday lives.

Leveraging Digital Resources: A Resource-Based View Perspective

In today's rapidly evolving digital landscape, organisations are challenged to strategically deploy digital resources to secure competitive advantage. Drawing upon the Resource-Based View (RBV) theory, this paper explores the intricate interplay between digital resources and organisational success. Through thematic analysis of empirical literature, the study delves into key facets such as data utilisation, digital platforms, technological capabilities, talent management, agility, and strategic partnerships. Methodologically, qualitative research techniques, notably thematic analysis, are employed to synthesise existing research findings. The study uncovered that human capital is pivotal in propelling digital transformation and fostering innovation. Organisational success in the digital era relies on implementing effective methods for managing digital talent, including recruiting, training, and keeping workers with digital competence. The study also highlights the strategic significance of digital resource utilisation within the RBV framework. Finally, the paper presents practical implications for organisational leaders seeking to harness digital resources effectively to achieve sustainable competitive advantage in the digital era. Findings underscore the strategic importance of digital resource utilisation in enhancing organisational competitiveness and driving long-term growth. The study contributes to understanding how organisations can optimally leverage digital resources within the RBV framework.

Digital health literacy in schools: empirically navigating novel data from students and teachers

Abstract With the introduction of the Digital Competence Framework (DigComp+) by the European Commission, European schools have committed to promoting digital and media literacy systematically. DigComp+ shares several intersections with health literacy, e.g., information management, using digital tools, and taking action on the digital and commercial determinants of health, making it an ideal curriculum to teach digital health literacy in schools. However, internationally, not much is known about digital health literacy in schools. The aim of this study is to present data from a representative school study of students and teachers in 16 federal states in Germany. Data was collected using an online survey from a representative sample of N = 1,448 students (9-18 years) and a convenient sample of N = 1,600 teachers. With SPSS, descriptive statistics, chi-square tests, and internal consistency were calculated. Cronbach’s alpha indicated good internal consistency for both tools. Low digital health literacy was reported by 52,9 of students and ∼39,3% of teachers. In students, low digital health literacy linked with younger age (X2 (2)=34.69, p = <.001), family affluence (X2 (4)=24.16, p = <.001), and parental education (X2 (2)=8.26, p=.016). In teachers, it was linked to age (p < .048), school position (p < .001), and their own digital health literacy DHL (p < .001). More than 45% of teachers reported not teaching digital health literacy in schools, while on average, 55% of students indicated they would not learn it in schools. Based on the first digital health literacy in schools study, results suggest DigComp+ is almost not used to teach digital health literacy and both students and teachers have significant deficits in their digital health literacy. Teachers should be trained in digital health literacy so that they can include it in their classroom teachings to promote the digital health literacy of students.

Strengthening Policies for Education, Innovation, and Digitization Through Teacher Training: Evaluating ProFuturo’s Open Model in Ecuador

Teacher training and a commitment to innovation in teaching are determining factors in the success of technology adoption processes. This article presents a study on the opportunities produced through the collaboration of the Ecuadorian Ministry of Education and the ProFuturo program, which arose during the COVID-19 pandemic. This collaboration resulted in the improvement of digital competency among teachers and pupils and in transference to educational practise. It also strengthened the existing limited capabilities for developing mass training programs for teachers in the country. The research was conducted through an online survey, with a cross-sectional, quantitative, and non-experimental focus from two data sources. A total of 3,565 teachers answered the digital survey for teachers trained using the Open Model in Ecuador between 2020 and 2022. On the other hand, 7,257 teachers answered the ProFuturo Self-Assessment of Digital Skills of Teachers (https://competencyassessment.profuturo.education/?lang=en). The results show an improvement in the competency of teachers following their participation in the program and confirm that they considered digital transformation in the classroom to be of great utility. Teacher training remains a cornerstone of high-quality education and research as this contribution proves a positive impact on learning experiences, where there was a significant transference, driven by an improvement in digital skills applied to the teaching process.

The Smart Organization Movement: A Review and Research Agenda for Digital Competencies

In the rapidly evolving landscape of the digital era, organizations are grappling with the imperative to cultivate and harness digital competencies among their workforce to remain competitive. The 12th Malaysia Plan Mid-Term Review (12MP MTR), under one of the 17 Big Bold Measures calls for strengthening sectors and industries with high growth and high value (HGHV). The call to focus on Global Business Services (GBS), identified as one of the strategic industries on the digital competencies of its future work talent is deemed imperative in producing a future agile workforce. The advent of emerging technologies and the increasing interdependence of various industries on digital platforms necessitate a future workforce that embodies agility in adapting to change. This problem statement delves into the pressing issues surrounding digital competencies and the imperative for a future workforce model characterized by agility. Hence, the main objective of this study is to explore a Digital Competency Model for the Malaysian future agile workforce. Academics and practitioners could also refer to this study to enhance their knowledge of digital competencies and workforce agility using a smart organization perspective.

Assessing and bridging the digital competence gap: a comparative study of lebanese student teachers and in-service teachers using the DigCompEdu framework

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

Social Media and Digital Inequity: Reducing Health Inequities by Closing the Digital Divide

As its usage has grown, social media has positively and negatively impacted public health. Although social media presents known harms to mental health and spreads misinformation, it also offers rapid dissemination of public health information, expanded access to health resources, and a robust source of health information. However, these benefits are not equitably shared due in part to the “digital divide” of unequal access and use of information and communication technologies. Measurable inequalities in digital access exist among regions, with an eight-fold difference between Central Africa (9.8% social media penetration) and Northern Europe (80.2% social media penetration). Digital inequalities also differ by gender, age, and socioeconomic classes within countries. Increased digital access has been positively associated with improved health information and outcomes related to chronic diseases, infectious disease outbreaks, and reproductive health. Given the expanding role of social media in public health and the emerging evidence on the health benefits of digital access, we argue for reducing digital inequities by (1) creating an enabling government policy and regulatory environment that views digital health access as a social determinant of health; (2) targeting public and private investments to expand digital access for underserved regions and populations; (3) making digital access and use affordable to low-resource populations; and (4) improving digital competency among these groups through digital literacy programs.

Artificial Intelligence and its relations with digital competencies and Education

This paper investigates the relationship between digital skills and the use of artificial intelligence (AI) in higher education, with an emphasis on the role of teachers. The research, through content analysis, explored 15 articles from the Web of Science and Scopus databases (2020-2024), using the Iramuteq software. The searches were carried out using the search terms “Artificial Intelligence” and “Digital Competence”. The results allowed us to verify that AI plays a relevant role in several stages of the teaching and learning process, from pedagogical planning to learning assessment processes. This ultimately highlights the need for teachers to develop digital skills, as a training that makes them more effective in using AI efficiently in developing students' skills. AI is seen as a tool that can enhance learning, helping students develop knowledge-based skills, such as problem-solving and content application. The study concludes that preparing educators to integrate these technologies is essential, ensuring that digital skills are taught and applied effectively, benefiting the teaching and learning process.

Problems of formation and development of digital literacy of university students in non-core training directions

Introduction. The article substantiates the relevance and feasibility of studying the problems of formation and development of digital literacy of university students in non-core areas of training. The need to find ways to effectively and efficiently manage the formation and development of digital competencies of future specialists is emphasized.Purpose setting. The purpose of the study is to analyze the problems of formation and development of digital literacy of university students in non-core areas of professional training.Methodology and methods of the study. The methodological basis was an integrative approach to understanding the processes and results of the formation and development of digital literacy of university students in non-core areas of professional training, conceptual provisions and principles of competency- based and personal-activity approaches. The leading research methods are theoretical analysis and synthesis of research results on the problems of formation and development of digital literacy of university students in non-core areas of training, of conditions and measures to intensify and optimize the processes and results of professional education in the context of the formation and development of digital literacy of students, to highlight the conditions and measures to support the development of digital literacy of students of non-core specialties.Results. The author summarizes the results of research into the conditions and factors for the formation and development of digital literacy among university students in non-core areas of training. The importance and promise of systematic, holistic work in the context of the formation and development of digital literacy of university students in non-core areas of training is noted: creating conditions and taking a system of steps to ensure the achievement of digital literacy of future specialists.Conclusion. The results of the scientific research carried out and the presented conclusions expand pedagogical knowledge about the theory and methodology of vocational training in the specific conditions of the modern educational environment: its intensive and consistent digitalization, stratification and individualization. Based on the conducted research, we can conclude that it is necessary to emphasize students’ understanding that digital competencies can help him solve and prevent a number of important problems in his life, starting with problems of professional demand and competence and ending with problems of general self-realization and self-actualization. The prospects of the study are related to the need to further search for effective and efficient models for the formation and development of digital literacy of future specialists.

Development of a digital profile of a university teacher

Currently, digitalization is a cross-cutting business process in the higher education system. Digital transformation has affected both the functioning of the higher education system in general and the activities of each university and participants in the educational process in particular.An important problem is the adaptation of teachers to a dynamically changing digital environment, taking into account the requirements for the level of digital competencies resulting from the specifics of the digital environment, and the already existing level of digital literacy of the teacher. In a modern university, a teacher is a multifunctional subject who performs educational, methodological, research, and administrative tasks, the solution of which is often associated with working in the digital environment of an educational organization.The article presents a model of the digital environment of a university with an emphasis on human resources and digital services is presented, which allows the development of a policy for managing changes and transformation processes in universities. The thesis that the digital environment determines the level of requirements for the digital competencies of teachers is substantiated.The authors propose an evaluation method for the teacher’s digital literacy, which makes it possible to develop the teacher’s digital profile considering the educational, methodological, administrative, and research activities.

Youths' sensitivity to social media feedback: A computational account.

While it is often argued that continuous exposure to social feedback is specifically challenging for the hypersensitive developing brain, empirical evidence is lacking. Across three studies, we reveal the developmental differences and computational mechanisms that underlie the social media engagement and feedback processing of adolescents and adults. First, using a reinforcement learning model on a large Instagram trace dataset (N = 16,613, 1.6+ million posts), we show that adolescents are more sensitive to social feedback than adults. Second, in an experimental study (N = 194), we show that adolescents' mood is affected more strongly by a reduction in likes than adults. Last, in a neuroimaging study (N = 96), we show that social media feedback sensitivity is related to individual differences in subcortical-limbic brain volumes of emerging adults. Together, these findings highlight the need for digital competence programs to help youth manage the constant feedback they encounter on social media platforms.

The communicative and educational aspect in the constructive transformation of the educational activities of the university

Introduction. The article reveals the role of the communicative and organizational aspect for the digital transformation of the educational activities of a university.Purpose setting. Digital transformation is understood as the systemic integration of digital tools, information and communication technologies for the purpose of collecting, processing, transforming and analyzing data to improve the efficiency of human activity. The relevance of the study of the digital transformation of the educational activities of a university is emphasized, since it is universities that are called upon to ensure the necessary increase in personnel with digital competencies for the development of the digital economy.Methodology and methods of the study. As a result of a specially prepared, author's questionnaire and the use of a survey method, we identified the essence of the communicative and educational structure.Results. The article discusses domestic and foreign research in the field of educational processes. A model of a new digital service is described, the use of which increases the efficiency of communication at a university and ensures improved quality of education, in the context of digitalization of its system-forming component.Conclusion. A solution to the problem of low efficiency of communication between subjects of educational activity at a university is proposed through the creation of digital services and a new six-component model of educational activity that supports its digital transformation.

Digitalisation Empowerment of Business to Digital Innovation in the Achievement of SDGs: A Survey on Creative Msme Actors in Indonesia

Objective: This study aims to test and analyse the relationship patterns of digital business-based training, empowerment of MSME actors, digital self-efficacy and digital innovation in creative MSMEs for the achievement of SDGs in MSMEs in West Java and Banten Provinces, Indonesia. Theoretical Framework: Digital literacy is needed so that a person has the ability to access information related to digital-based media. MSMEs are required to have renewable digital-based business methods in order to provide optimal and satisfying services. When MSMEs have high digital literacy through digital-based training, they could increase high self-efficacy. Empowering MSMEs based on digital business is very necessary in the digital era. Human resources in the organisation is expected to have digital competencies (skills, knowledge, attitude). Also, employees are expected to increase digital self-efficacy in order to increase digital innovation and MSME performance in the long term. Method: This study uses quantitative method by distributing questionnaires to 250 natural colour batik MSMEs in West Java and Banten Provinces. 207 questionnaires are filled in completely and then processed with Partial Least Square statistical techniques. Results and Discussion: This study finds that digital-based business training has a significant positive impact on the empowerment of MSME actors, and digital self-efficacy of MSME actors. In addition, empowerment of MSME players has significant positive impact on digital innovation and digital self-efficacy. On the other hand, digital self-efficacy of MSME actors has significant positive impact on digital innovation and is able to mediate the effect of business digital-based training on digital innovation. However, empowerment of MSME actors cannot mediate the effect of business digital-based training on digital innovation. Research Implications: This study provide guidance for the government and MSME empowerment organisations to design more targeted digital-based training. In addition, this study highlights the importance of supporting technological infrastructure and providing wider access to digital technology, especially for creative MSMEs in Indonesia. This study also enriches the literature on the role of digital training on digital empowerment and digital self-efficacy. Likewise, it provides implications for the role of digital empowerment and digital self-efficacy in encouraging digital innovation. Originality/Value: This study offers a business digitalisation empowerment model for creative MSMEs in order to increase digital innovation for creative MSMEs in achieving SDGs in Indonesia. The research model considers digital-based business training, empowerment of MSME players, and digital self-efficacy.

Digital Technologies in Primary Mathematics Education: Insights from Future Teachers’ Portfolios

The integration of digital technology in education has become an essential competency for primary school teachers, particularly in mathematics education, where innovative tools can enhance learning outcomes and student engagement. This paper investigates the extent and nature of digital technology utilization among future mathematics teachers, focusing on tools like dynamic geometry software (GeoGebra), e-testing platforms (e.g., Kahoot), learning applications (e.g., Learning Apps), and immersive technologies such as augmented and virtual reality. Our research centers on the analysis of final portfolios submitted by graduating students from the Faculty of Education at the University of Ostrava in 2024. These portfolios, which are a culmination of the students’ educational strategies and experiences, offer a unique lens through which to assess the preparedness and innovation potential of future educators. Additionally, we surveyed the views of these students through questionnaires on the use of digital technologies in mathematics teaching. We specifically examined how these candidates plan to integrate digital technologies into their teaching practices and the innovative methods they propose to engage primary school students in mathematics. Through a qualitative study of 24 portfolios and a questionnaire survey of 15 students, we identified prevalent trends and inventive approaches in the use of digital tools. Our analysis highlights not only the variety of digital technologies incorporated into teaching strategies but also the depth of pedagogical integration, reflecting a sophisticated understanding of how to enhance learning environments effectively. The findings underscore the importance of digital literacy in teacher education and suggest that current training programs are effective in equipping future educators with the necessary skills to implement advanced technological tools. This study contributes to the ongoing discussion about digital competence in education, providing evidence of emerging trends and the transformative potential of digital technologies in primary mathematics education.

The Role of Managerial Competencies in Higher Education: Navigating Current Transformational Trends

Objective: This study investigates the managerial competencies required in the field of higher education in response to contemporary transformational trends. The main goal is to explore how these competencies are shaped by the ongoing digital transformation, strategic management approaches, and the shift towards entrepreneurial university models. Theoretical Framework: The research draws on key concepts related to digital leadership, human capital development, and Agile management. Theories of educational management and models of intellectual capital are employed to frame the investigation and provide a comprehensive understanding of the changing dynamics in higher education. Method: A qualitative and mixed-methods approach was utilized, incorporating data from reports, surveys, and contemporary studies on digital competencies, hybrid learning, and leadership in educational institutions. The study includes both theoretical analysis and empirical data collection through case studies and expert assessments. Results and Discussion: The findings reveal that digitalization and the transition to blended learning environments are driving the need for new managerial skills. These skills include digital leadership, strategic decision-making, and the ability to balance traditional and online educational models. The discussion highlights the importance of flexible management approaches, such as Agile, in addressing these emerging challenges. Research Implications: The study provides practical and theoretical insights into how higher education institutions can adapt their leadership strategies to meet the demands of digitalization. These findings have implications for educational policy, institutional governance, and the development of leadership training programs. Originality/Value: This research contributes to the growing body of literature on higher education management by offering a fresh perspective on the evolving competencies required in today’s digital age. The value lies in its focus on the intersection of digital transformation and managerial competencies, offering practical solutions for enhancing leadership in higher education.

The Influence of Digital Literacy Culture, Digital Competence, and Literacy Motivation on Teacher's E-Learning-Based Teaching Performance Islamic Religious Education Lecturers at Private Islamic Universities in Makassar City

The Influence of Digital Literacy Culture, Digital Competence, and Literacy Motivation on Teacher's E-Learning-Based Teaching Performance Islamic Religious Education Lecturers at Private Islamic Universities in Makassar City

Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.

Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis. The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies. Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.

Зміст та структура курсу методики викладання інформатичних дисциплін у закладах вищої освіти

The article examines the pedagogical aspects of implementing the methodology course for teaching informatics disciplines in master’s degree programs in informatics. It describes the structure and content of the Digital Competence Framework for Citizens (DigComp) introduced by the European Commission, as well as its practical application in education. The approaches to the informatics training of higher education students are analyzed. The principles and specifics of informatics as a general education discipline are defined. The content of the methodology course for teaching informatics disciplines is proposed, which is revealed through the topics of two content modules.