Level Of Digital Competence Research Articles

DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE PHILOLOGISTS: CASE OF TURKISH AND UKRAINIAN UNIVERSITIES

The paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fifty-two future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.

Digital competence of the information society in the aspect of social security

ObjectivesThe purpose of the digital competency survey is to assess the skills, knowledge and attitudes of the information society in the use of digital technologies and the development of these skills. As a result of the survey, the level of digital competence of the public was determined, and training needs and activities were identified to increase digital knowledge and skills in order to improve quality of life, achieve better performance at work and increase competitiveness in the labor market.Material and methodsThe purpose of the survey is to assess the digital skills, knowledge and attitudes of the information society and the development of these skills. The survey determines the level of digital competence of the public and identifies training needs and activities to increase digital knowledge and skills to improve quality of life.ResultsThe survey's conclusions point to the need for increased education and awareness of online security in organizations, especially in the areas of privacy and data security. It is therefore worth betting on developing users' knowledge of online security.ConclusionsCommunication and information: respondents gained more experience and were more aware of the benefits of digital competence in these areas. Creativity: although some improvement was observed in this area, there is still a significant gap between current and expected levels of competence. Digital security: this area deserves special attention, as the current level of competence has declined, despite rising expectations. Troubleshooting: despite a slight increase in current competencies in 2021, a decline in 2022 indicates that respondents may be struggling to solve problems in a digital context.

Teacher Digital Competence Analysis in Block Programming Applied to Educational Robotics

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

How IT Course Improves Digital Competencies: An Experimental Study in Science Education

The increasing importance of technology in society has led to a growing demand for individuals to possess digital competencies. In today's world, digital skills are becoming increasingly essential for both personal and professional development. Governments have recognized the importance of digital competencies and have included them as part of basic competencies in many countries. Pre-service teachers play a crucial role in shaping future generations, and it is vital that they possess strong digital competencies. This study focuses on the impact of an "Information Technologies in Science Education" course on the digital competency development of pre-service teachers. The study employed a one-group, pre-test post-test experimental design to evaluate the effectiveness of the course on improving the digital literacy skills of pre-service teachers. The results of the study indicated a significant positive impact of the IT course structured for the science field on the digital competency development of pre-service teachers. The post-test mean scores indicated a high level of digital competency among the study group. The study also highlights the lack of experimental studies in this area, emphasizing the importance of further research in this field. The findings of this study have implications for both teacher education and the incorporation of digital technologies in science education. Based on the study results, it is recommended that teacher education programs provide opportunities for pre-service teachers to improve their digital competencies through courses and training programs. Additionally, it is essential to integrate digital technologies into science education to equip students with the necessary skills to thrive in a digital world.

Unravelling the digital competence of students in physiotherapy education through the European digital competence framework

Purpose To describe the distribution and extent of the physiotherapy students’ digital competence, using the European Digital Competence Framework (DigComp). Materials and methods Two focus group interviews with second-year students enrolled in a Physiotherapy Bachelor study program were conducted. Meaningful units from the interviews were linked to a competence area of DigComp and rated on a 4-point ordinal scale. Results Based on the accounts from 10 participants, a total of 208 meaningful units, were identified. Of these 155 (74.5%) were coded, while 53 (25.5%) remained uncategorised. The competence area Problem solving accounted for 49% of the instances, Communication and collaboration, and Data literacy each accounted for 21%, Safety accounted for 8%, and Digital content creation for 3%. The overall proficiency level score was a mean of 1.99 (SD = 0.83), indicating an intermediate level of digital competence. Conclusions This study uncovered an uneven distribution of digital competence among physiotherapy students, highlighting the absence of several potentially clinically important competencies. Moreover, the students’ overall proficiency level in digital competence was determined to be at an intermediate level. Deficiencies in their digital competence could have implications for critical clinical aspects, including integrating digital content in patient interactions and addressing safety concerns.

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

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

Information Culture in the Library: Challenges Of Digitalization

The purpose of the article is to determine the main directions of information culture transformation in the space of modern libraries in the context of the challenges of the modern digital age. The methodology of the article is based on the combination of a systemic approach, which enabled the analysis of information culture as a multifunctional phenomenon, the involvement of logical, epistemological and ontological approaches in the systemic analysis contributed to the problem-theoretical understanding of the phenomenon under study. The basis of the work is the use of the following general scientific research methods: logical method - when building the research structure; analytical method - when understanding the interrelationships of different levels of information culture; semantic method - when clarifying the content of concepts; comparative analysis - to identify essential features of various scientific approaches to the analysis of the problem of digital competences of library workers; the methods of analysis, synthesis and generalization are used in the process of highlighting the most important aspects of information culture in the space of the library. The scientific novelty of the work is that: The work analyzes the essence of information culture as a dynamic multifunctional phenomenon, reveals its essential features in the context of the development of the modern digital age. In particular, 1) the competence features of information culture in the ethical, moral and legal plane are revealed; 2) the concepts of "information culture", "digital culture", "information literacy", "digital literacy" in relation to the library sphere are distinguished; 3) the content of digital competences of library workers in the conditions of modern challenges is clarified. Conclusions. Modern information culture in the space of the library can be presented as a system of standardized measures for digitization, preservation, popularization and communication to users of the set of material and spiritual values created by mankind, which appear as its knowledge potential, and is implemented by increasing the level of digital competencies of library workers. The information culture of the digital age is a dynamic phenomenon aimed at constant improvement and raising the level of digital competences - technological, educational, logical-intellectual, preservation of human dignity and human rights in ensuring equal opportunities for self-realization. Key words: information culture, digital culture, media culture, digital competences, library information space, digital literacy, information literacy, digital age, information security.

Future-Ready Educators: Assessing Digital Competence and Teaching Preparedness Among Prospective Teachers in the 21st Century

In the 21st century, it is critical for teachers to possess digital competence. This research aims at: (1) measuring prospective teachers’ digital competence levels and (2) exploring their perceptions about teaching readiness in the 21st century. The participants consisted of 6 male and 29 female prospective teachers. The DigCompEdu self-reflection tool was used in this study, with a focus on 6 competencies—teaching, guidance, collaborative learning, self-regulated learning, assessment strategies, and feedback and planning—in combination with a questionnaire on teaching readiness in the 21st century. Data from close-ended questions were analyzed statistically, while data from open-ended questions were analyzed and coded using the NVivo 12 Plus application. The results showed that 6% of the participants were at level A1, 28% were at level A2, 46% were at level B1, 14% were at level B2, and 6% were at level C1 of digital competence, but no one was at level C2. In terms of teaching readiness in the 21st century, only some participants expressed their readiness to integrate a variety of digital technologies in the classroom. This research provides an overview of educational study programs that might be useful for developing prospective teachers’ digital competence in the effort to prepare skillful teachers in the 21st century.

Assessment of Digital Teaching Competence in Non-University Education

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

Let’s Get Digital: ICT Training Needs in Pre-Service Language Teaching

During the last five years, language teaching in Europe has been heavily influenced by two major occurrences. On the one hand, the outbreak of COVID-19 forced teachers to extensively adapt many of their teaching practices to the digital world; this major paradigm shift is likely to have continued repercussions post-pandemic in terms of methodology and use of resources. At the same time, the publication of an updated version of the Common European Framework, commonly known as the Companion Volume focuses our attention on the real-life communicative needs of language users. The Companion Volume emphasizes digital and online communication processes throughout the development of language skills, and this focus inevitably translates into changes in national and regional curricula for language education. The present study investigates the degree to which future teachers are prepared for this new reality and explores emerging digital training needs among pre-service teachers. The investigation obtains quantitative and qualitative data from 30 pre-service teachers who have completed postgraduate studies in language education, which included a stage of school-based teaching practice. Results indicate that while pre-service language teachers have a positive view of ICT and moderate levels of general digital competence, they feel additional specific and in-depth preparation is required within their initial training.

Assessing Digital Competence in Higher Education: A Gender Analysis of DigComp 2.1 Framework in Uganda

This research paper investigated the digital competence of students in higher education in Uganda, utilising the Dig-Comp 2.1 framework as the basis for assessment. The study explores potential gender disparities in digital competence levels among students, aiming to identify areas of improvement for educational institutions and policymakers. The research utilised a quantitative approach, incorporating online surveys to collect data (N = 99) from a diverse sample of university students. Descriptive and t-test analyses were performed to analyse the significant differences in digital competencies between genders and found slight but statistically insignificant differences. The study’s findings contribute to the growing body of research on gender and digital competency and underscore the need for ongoing efforts to create inclusive and equitable digital education environments. In today's increasingly digital world, possessing adequate digital competence is crucial for personal, academic, and professional success. Higher education institutions are pivotal in equipping students with the necessary digital skills to thrive in the digital age. To enhance digital competence among all students, educators, policymakers, and institutions must focus on gender-sensitive strategies and tailor digital literacy programs to meet the diverse needs of their student population

A Study of the Availability and Demand of Digital Services for the Manifestation of Social and Political Activity by Citizens

In recent decades, scientists have been discussing ways of involving the population in social and political processes. Terms such as “civic participation,” “civic control,” “participation in the government of the power-poor,” etc. are widely used in scholarly discourse on this subject. The research related to social and political activities is conducted within various thematic areas based on “political participation theory” and “participatory democracy theory,” as well as on “theories of economic and digital inequalities.” According to the vast majority of scientists, increasing digitalization is known to expand the forms of participation and transform the public administration at all levels concerning joint governance and a citizen-centric approach, taking into consideration the opinion and active participation of citizens in the production and execution of policy decisions. This article presents the results of a study that investigated whether modern digital services allow citizens to participate in and influence the social and political processes taking place at various levels of government. In addition, the study demonstrates how modern digital technologies promote the maximum participation of the most socially vulnerable categories of the population, as well as how such factors as the level of digital competence, the level of income of the population, and the level of digitalization of territories limit this participation. In order to assess the modern digital forms and the use of these forms in a citizen’s interaction with the authorities, a survey of 1,200 residents of villages and towns located in the south Tyumen Region was conducted. The ways in which the residents living in the towns and villages of the Tyumen Region were able to express their civic positions were determined and the proportion of citizens using digital technologies was noted. The study also assessed the availability and demand for digital technologies by citizens to express their social and political activities, as well as the primary factors that limit their social and political participation. Moreover, this research showed that age, education, and digital competence and awareness were the main factors influencing a citizen’s propensity to use modern digital technologies for social and political activity. The hypothesis that the demand for digital services by citizens living in remote districts should be higher than that of urban residents was not confirmed. On the contrary, for a wide range of services, the assessments of demand and accessibility are higher among the residents of cities than among the residents of rural municipal districts, with the highest assessments coming from the residents of the regional capital. This fact is associated with a higher level of digital competence among citizens, a higher level of digitalization of the regional capital, as well as a higher level of income, which allows them to more actively master and use all these services. Additionally, this article is addressed to researchers interested in various aspects of social and political participation, as well as to politicians who make decisions regarding the development and implementation of new forms of digital interaction between citizens and the authorities that enable citizens to demonstrate their civic position.

Digital Competence and Disability: A Qualitative Approach from the Perspective of University Teachers in Andalusia (Spain)

Digital competence in teaching is a challenge in the professional practice of university teachers and a problem identified in the research that needs to be addressed. In particular, assessment of the level of technological skills is a key element for making decisions regarding teacher training and future lines of research, especially when it comes to improving the learning of students with disabilities. Taking this challenge as a focus, the aim of our study has been to understand the perception of university teachers in the Autonomous Community of Andalusia (Spain) about their level of digital competence for the care of students with disabilities. The methodology used was qualitative, based on an interpretative paradigmatic perspective. In-depth interviews were used as an instrument for collecting information. The sample was made up of 64 university teachers belonging to nine University Education Centres in the Autonomous Community of Andalusia (Spain). Among the conclusions, this study highlights the low level of training in digital skills to support students with disabilities, despite an awareness of the importance of technology to help these students learn.

Main factors and causes that are influencing the digital competences of human resources

The integration of digital technologies in public administration is influenced by the digital competences of human resources. The objectives of this research are to identify the main factors and causes that influence human resources’ level of digital competences and to find out the correlations between factors, causes, and digital competences. The survey was conducted within the National Agency of Civil Servants (NACS) responsible for the management of civil servants from the Romanian public administration. 25 variables were selected and grouped in three categories. The main research instruments used were: SPSS and Principal Component Analysis. According to the research results, the main factors influencing digital competences are social factors, extrinsic motivation factors, and administrative and managerial factors. The main causes with a relevant impact on digital competence development are data security and privacy risks, the dynamic of technologies, lack of continuity in ICT integration in organization activities, and excessive bureaucracy. All variables in the model have positive correlations. The results of the research are useful and interesting both for scholars and governmental institutions. The causes, factors, and correlations between them are discussed for the first time in the specialized literature and are raising up the key elements of digital competences that should be taken into account for an efficient digital transformation of public administration.

Toward Digital School: The Level of Usage, Competency and Awareness for Digital Storage Among School Administrators Pre to the Covid-19 Era

In today's rapidly changing and dynamic educational ecosystem, the Malaysian Ministry of Education emphasises digital education. Nationwide focus has been dedicated to the ICT proficiency of school administrators, as they play a pivotal role in technological leadership, in order to ensure the realisation of this objective. The sample consists of 266 school administrators who completed a questionnaire used as a research instrument. This study investigated the level of digital competence among school administrators in the southern peninsula of Malaysia. In addition, the researchers analysed the degree of cloud storage awareness and cloud storage usage across the samples. It was discovered that school administrators have a moderate degree of proficiency in cloud storage usage, use cloud storage infrequently, and have a high level of awareness regarding the significance of using cloud storage for school administration. It implies that school administrators require extensive training on the use and significance of cloud storage in school administration. However, these data were taken before the Covid-19 crisis. Covid-19 may have increased technological adoption in the global education system, necessitating more study on the status of these factors.

THE DEVELOPMENT OF DIGITAL COMPETENCIES AMONG TEACHERS IN THE CONTEXT OF TRANSITION TO THE «UNIVERSITY 4.0»

The article is devoted to describing the digital skills required of pedagogical employees to function in the contemporary educational environment. Also, the article discusses potential methods for developing prospective teachers’ digital capabilities in a university setting through the creation of contemporary, pertinent, and in-depth content as well as instructional, methodological, and informational assistance. The most popular methods for structuring the competency model of job candidates for Industry 4.0, including behavioral and digital skills, are covered in the article. On the basis of an analysis of the likelihood of achieving particular performance indicators in the sphere of vocational education, the limitations in the growth of graduates’ digital capabilities were demonstrated. Different interpretations of the traits of digital competences in Kazakhstan and other countries are offered to create a cohesive approach. The degree of digital literacy of contemporary future teachers was evaluated to examine the viability of developing a digital learning environment at universities. The influence of the digital economy on the development of a set of key abilities and the education of experts in demand in contemporary society is what gives this piece its relevance. The majority of models and frameworks are concerned with evaluating university teachers’ level of digital competences, which are a collection of knowledge, abilities, and attitudes required for a teacher to use technology effectively. The impact of the digital economy on the development of a set of core competences and the education of experts in demand in the contemporary world. Keywords: digital competencies, successful pedagogical activity, modern educational space, ICT competencies.

STEM Teachers’ Digital Competence: Different Subjects, Different Proficiencies

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

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

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

Multivariate data analysis: Validation of an instrument for the evaluation of teaching digital competence.

Background: Technology plays a fundamental role to achieve higher education key learning objectives. Digital competence (DC) is defined as a set of skills, knowledge, abilities, and attitudes in technological aspects. It is necessary to employ an effective training action plan in higher education institutions to advance towards a level of teaching digital competence (TDC). The objective of this study was to validate the COMDID A instrument to assess Teaching Digital Competence (TDC) of active teachers, through a confirmatory factor and internal reliability analysis. Methods: The research was developed within a descriptive-correlational scope and a non-experimental-cross-sectional design to validate the dimensionality and reliability of the COMDID A instrument and evaluate the self-perceived digital competence of active teachers. The population was made up of 690 professors who were part of the teaching staff of the National University of Chimborazo, Ecuador, in the first academic period of the year 2021. The sample was probabilistic, in a simple random scheme, the percentage of potential error admitted was 3%. The representativeness of the sample was 50%, and the confidence level was 97%. A total of 511 teachers completed the questionnaire compared to the 452 individuals needed. Results: The instrument was robust, and it was reliable for the calculated sample. There were correlations between the variables, and the statistical calculation ensured the development of the multivariate analysis to validate the dimensionality of the instrument. Moreover, the correct dimensionality was determined through a confirmatory analysis and high reliability of the instrument. Conclusions: The calculated factorial scores were defined in order for further studies to be carried out. It is important to apply confirmatory factor analysis in educational technology research to validate the dimensionality of data collection instruments.

With Regard to the Means and Priorities for the Development of the Professional Education System (The Experience of the EU Countries for Ukraine)

The aim of the article is the analysis of means and priorities for the vocational education system development, and to comprehend the positive experience of the EU countries that can be implemented in Ukraine. For the realisation of the purpose the next methods were used: analysis, synthesis, comparison, abstraction, forecasting. In the results, it is noted that the Ukrainian structure of professional education differs from the European one in the absence of intermediary organisations that contribute to the educational process. The cooperation in establishing links between industries, firms and companies, and professional education institutions is at the level of private initiatives. It has also been found that the negative processes that hinder the development of the transformation of vocational education are uncompetitive teacher salaries and low levels of digital competence. Accordingly, this affects the low motivation to use innovative educational methods and technologies in education. The conclusions note the possibility of borrowing the French experience of the reorganisation of professional education with the formation of a structure in which students begin to receive professional education in the last grades of school.