Higher Professional Education Research Articles

Microlevers™ — small moves for big workplace culture change

Higher education professionals can use small actions to create greater, better, more joyous, more engaged workplace cultures.

DEVELOPING CHINESE STUDENTS’ COMMUNICATION SKILLS THROUGH SYNCHRONOUS DISTANCE INTERPRETING COURSE

Future of higher education is closely connected with degree programs in distance mode as it guarantees security and convenience for overseas students. With Chinese-Russian relations becoming closer, more Chinese students are majoring in translation and interpreting studies at Russian universities while staying in China, so universities should provide well-organized online interpreting classes to build professional interpreting competences.
 Purpose. This paper aims to assess possibility of developing basic communication competence of future interpreters from China through all-digital synchronous interpreting course in Russian educational environment.
 Methodology. The research was carried out among Master’s degree Chinese students and their trainers at Lomonosov Moscow State University, overall number of participants was 58. The set of tools included role playing performance evaluation, open discussion, assessment scales, questionnaires and interviews.
 Results. The study showed that communication skills of future Chinese interpreters can be sufficiently developed in synchronous all-digital interpreting course if good educational environment is provided. The results of the cross-semester examination as well as the questionnaire data confirm that interpreting classes in distance synchronous mode at Moscow State University promote developing of communication competence of Chinese major degree students. For this purpose, pedagogical technologies of the course should include online interactive tasks, role play activities, small-size group rooms, chats via video platforms as well as use of various digital translation technologies. The results of the survey also showed that open online discussions with Russian students have a positive impact on the development of Chinese students’ communication skills. The study also reveals that synchronous distance learning is preferable for Chinese students in turbulent periods of world history (epidemics, wars) as it guarantees sustainability and continuality of educational process.
 Practical implications. The results of the study can be applied in optimizing the organization process in professional higher education both in Russia and abroad. Under certain circumstances synchronous distance training can be the only choice for international higher education programs.

ПІДГОТОВКА ФАХІВЦІВ ДОКУМЕНТНО-ІНФОРМАЦІЙНИХ КОМУНІКАЦІЙ В УМОВАХ ВОЄННОГО СТАНУ: ВИКЛИКИ ЧАСУ

<p><strong><em>The purpose</em></strong><em> of the study is to highlight the peculiarities of training specialists in document and information communications during the full-scale Russian invasion of Ukraine, to analyze the search for optimal conditions based on the existing mechanisms and recommendations for the implementation of the educational process in modern military conditions..</em></p><p><strong><em>Research methodology. </em></strong><em>The following methods were used in the course of the study: descriptive (to indicate the theoretical foundations of the work); analysis and synthesis, structural (for generalization and systematization of the obtained data)</em></p><p><strong><em>Results</em></strong><em>. The problems of training specialists of document and information communications under martial law, in particular the organization of the educational process, the use of various forms of education, have been identified. It is outlined that professional higher education is undergoing constant changes and trials during its formation and reform: the educational process in educational institutions in recent years (2019, 2020, 2021) has almost been carried out under quarantine restrictions during a worldwide pandemic, it has acquired a number of features due to the fact that studying at the university has become mixed and made it possible to combine classes with online activities through distance learning, and after February 24, 2022, when the Russian Federation launched a large-scale invasion of Ukraine, this education is already under martial law, which requires from the scientific and pedagogical staff of the university maximum restructuring and activation of its professional qualities. Modern forms of organization of the educational process allow the teacher to improve skills in the ways of organizing learning.<strong></strong></em></p><p><strong><em>Novelty</em></strong><em>. The novelty of the obtained results is due to the fact that, despite the active interest of the scientific community in the use of various types of education for students of professional higher education under martial law, there are no serious generalizing works regarding the training of document and information communications specialists.</em></p><p><strong><em>Practical meaning. </em></strong><em>The results of the study can be used to improve the educational and methodological support in professional disciplines and prepare methodological recommendations for the organization of practical classes and independent work in the disciplines.</em></p><p><strong><em>Key words: </em></strong><em>higher education in the conditions of war; organization of the educational process; forms of education; study of the impact of war on professional higher education, training of the future specialist in document and information communications.<strong></strong></em></p>

Neo-Racism, Academic Advisor Intercultural (In)competence, and the Hindering of International Student Success

Despite persistent calls to support international students on campuses, there is little research about the attitudes that higher education professionals, in particular academic advisors, hold about international students. Through a neo-racism framework, we found multiple neo-racist attitudes that have the potential to negatively impact academic advisor–international student relations including (a) homogenization of identity, (b) forced assimilation, and (c) racialized fetishization. We explore academic advisors’ attitudes and socialization processes and provide implications for praxis.

Formation of digital competences and skills of students in the transitional period of digital didactics

The article analyzes the approaches of domestic and foreign researchers to the definition of the concept of "digital didactics". The distinctive features of traditional and digital didactics are presented, the characteristics of the new pedagogical branch are given and the main features of digital didactics are highlighted. The result of the research is the introduction of an author's online course on the discipline "Management of the learning process using DOT" for bachelor students of pedagogical specialties, which allowed the formation of digital competencies of students, expressed in the ability to analyze and establish the qualitative compliance of a digital educational product with the goals and objectives; apply and adapt existing digital educational products to specific goals and objectives the learning process; independently extract and assimilate information, transform it according to the revealed patterns by means of modern technologies in the conditions of digitalization of the educational process. The formed competencies allowed students to take into account the changes taking place in the learning process associated with the transformation of education. The article opens the beginning of a discussion in the field of digital didactics in the system of higher pedagogical education and higher professional education within the framework of the introduction of author's developments aimed at the formation of the digital educational process, the implementation of new forms and methods of teaching. Keywords: digitalization of education, digital didactics, digital learning, digital competencies, skills.

Students' adoption of AI-based teacher-bots (T-bots) for learning in higher education

PurposeThe purpose of this paper is to investigate students' adoption intention (ADI) and actual usage (ATU) of artificial intelligence (AI)-based teacher bots (T-bots) for learning using technology adoption model (TAM) and context-specific variables.Design/methodology/approachA mixed-method design is used wherein the quantitative and qualitative approaches were used to explore the adoption of T-bots for learning. Overall, 45 principals/directors/deans/professors were interviewed and NVivo 8.0 was used for interview data analysis. Overall, 1,380 students of higher education institutes were surveyed, and the collected data was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique.FindingsThe T-bot's ADI’s antecedents found were perceived ease of use, perceived usefulness, personalization, interactivity, perceived trust, anthropomorphism and perceived intelligence. The ADI influences the ATU of T-bots, and its relationship is negatively moderated by stickiness to learn from human teachers in the classroom. It comprehends the insights of senior authorities of the higher education institutions in India toward the adoption of T-bots.Practical implicationsThe research provides distinctive insights for principals, directors and professors in higher education institutes to understand the factors affecting the students' behavioral intention and use of T-bots. The developers and designers of T-bots need to ensure that T-bots are more interactive, provide personalized information to students and ensure the anthropomorphic characteristics of T-bots. The education policymakers can also comprehend the factors of T-bot adoption for developing the policies related to T-bots and their implications in education.Originality/valueT-bot is a new disruptive technology in the education sector, and this is the first step in exploring the adoption factors. The TAM model is extended with context-specific factors related to T-bot technology to offer a comprehensive explanatory power to the proposed model. The research outcome provides the unique antecedents of the adoption of T-bots.

Analysis of the needs for working specialties, specialists with higher professional education in demand in the labor market of the Arctic zone of the Russian Federation

Analysis of the needs for working specialties, specialists with higher professional education in demand in the labor market of the Arctic zone of the Russian Federation

A spectrum of surveillance: Charting functions of epistemic inequality across EdTech platforms in the post-COVID-19 era

Covid-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such platforms range from institutionally sanctioned (and subscribed) Learning Management Systems (LMSs) to software provided by organizations beyond the institution and can pose a threat to student data and privacy. Data surveillance in educational contexts is not a new issue, nor is it only a strictly digital problem. However, the current milieu of constant and continuing public health crises has led to more frequent, uncritical, and hurried adoption of learning technologies. This article challenges professionals in higher education specifically to take a more critical look at the various EdTech platforms they are, have, and will adopt in the post-COVID-19 era, and the spectrum of surveillance such platforms enact. Through a review of common entities such as LMSs, Google Workspace for Education, and Zoom video conferencing software, this article demonstrates how these technologies place both teachers and students in a relationship to data and learning characterised by “epistemic inequality” or “unequal access to learning imposed by private commercial mechanisms''. By taking a closer look at the problematic surveillance functioning across EdTech, this article makes a case for Commons-based Peer Production communities as equitable, open educational alternatives that have resisted market-based neoliberalism and surveillance capitalism.

A reflection on critical reflection in professional education research

The roots of universities of technology can be traced back to technical colleges, which required compliance with industry standards, and the rule of labour markets. Universities of technology thus entered the university space, largely without an established critical tradition in teaching, learning, and research. This is the issue that we address in this paper, which is intended to inform potential authors in technical, vocational, and professional higher education who would like to publish their educational research studies in Critical Studies in Teaching and Learning (CriSTaL). The issue is important as universities of technology in South Africa are increasingly taking on the mantle of professional education, particularly in the fields of health, engineering, and applied sciences. In this paper, we discuss examples of published educational research that critique some of the ‘taken-for-granted’ ideas that have shaped the practices and aspirations of universities of technologies. The examples show that by judiciously drawing on traditions of critical reflective practice, and by bringing new ideas, concepts, and theories into educational research studies, further critical concepts can evolve. These new critical concepts will be of interest to the readers (and reviewers) of CRiSTaL, but more importantly could inspire universities of technology to reaffirm their connection to practice and begin to create a critical space for their own scholarly – and critical – identities.

ПОПУЛЯЦИОННЫЕ СОЦИАЛЬНО-ЭКОНОМИЧЕСКИЕ ПРЕДИКТОРЫ ЗАБОЛЕВАЕМОСТИ ВЗРОСЛОГО НАСЕЛЕНИЯ ИНСУЛИННЕЗАВИCИМЫМ ДИАБЕТОМ В РЕГИОНАХ

A steady increase in the incidence of type 2 diabetes and aggravation of socio-economic problems substantiate the need to analyze the population attributable risk factors for diabetes, determined by the status of the regional economy standard of living. The purpose of the study was to assess the socio-economic gradient of incidence of non-insulin dependent diabetes mellitus in adults in two regions within one federal district in Russia, differing in the level of economic performance and well-being of the population. Material and methods. The retrospective analysis for the period 2005-2019 includes official statistics on the gross regional product and average monthly income per capita, the share of persons with income below the subsistence minimum, the employment index, the share of employees with higher professional education, and Gini coefficient in the Republic of Tatarstan (RT) and the Republic of Mari El (RME). The study evaluated the normality of distribution, dynamics in indicators by the trendline coefficient of determination (R2), statistical significance of the differences in time series. The indicators were analyzed calculating the Spearman coefficient with a 95% confidence interval (CI) year-on-year and with a lag (lag effect). At all stages, the value of statistical probability (p) was indicated, the critical level of which was assumed to be 0.05. To identify multiple internal relationships between socio-economic indicators, they were grouped by the component method and factorial complexes were identified. Based on the results of the multiple correlation and regression analysis, models of impact of these complexes on type 2 diabetes incidence have been constructed. The study used Statistica 6 program and AtteStat Add-in Microsoft Excel, version 12.0.5. Results. In 2005-2019, the increase in type 2 diabetes incidence in adult population in the Mari El Republic was determined to be statistically significant and higher (p=0.01) than the one in the Republic of Tatarstan, where there was only an upward trend in the indicator. The socio-economic indicators of the Republic of Tatarstan were higher and characterized by higher growth rates than the ones in the Mari El Republic (p=0.0008) with a weak interregional convergence. Differences in the closeness and degree of significance of correlations between diabetes incidence in adult population and macroeconomic indicators between regions were determined to be insignificant. The main difference was the magnitude of the lag in incidence, reaching 9-10 years against the socio-economic indicators, the grouping of which by the component method in both regions combined into a generalizing economic factor, with the exception of Gini coefficient. The ranks and magnitude of the contribution of factorial complexes had the following interregional differences: in the Republic of Tatarstan, Gini coefficient was more significant in diabetes incidence, whereas in the Mari El Republic it was the generalizing economic factor. Conclusion. Results of the analysis of the nature of interrelations (strength, statistical significance, vector and prolongation) of the new cases of type 2 diabetes and socio-economic indicators in the regions, depending on the state of the economy and the standard of living, are the basis of the effective programs on decreasing morbidity.

СИНОДАЛЬНОЕ УЧИЛИЩЕ: СТАНОВЛЕНИЕ МОДЕЛИ ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ В ХОРОВОЙ КУЛЬТУРЕ РОССИИ ХIX — НАЧАЛА ХХ ВЕКОВ

The article is devoted to the development of professional choral conducting education in Russia, which in the XXth century rose to the same level as higher professional education in conservatories. It was aimed at educating regents — artists of a new type, capable to give a new impetus to the development of the distinctive domestic forms of singing culture, based on the original Old Russian singing tradition. The evolution of this process in the activities of the Synodal Choir and School proceeded from a special attitude to the art of church choral singing a cappella. The idea of developing a national style of church music, its carriers and performers through a series of reforms of one of the oldest choirs in Russia led to the creation of a unique, most modern model for the education of choral conductors in Russian choral culture at that time. The changes in the Synodal School followed the logic of a gradual comprehension of the uniqueness of the whole affair, which required both organizational changes and the introduction of new curricula.

SIGNIFICANCE AND PLACE OF PORTFOLIO IN PEDAGOGICAL ASSESSMENT

In this article, attention is paid to the portfolio as the latest form of pedagogical assessment in the activity of the competence-based approach in higher professional education. Based on the competence-based approach, the article considers the sequence, reality and formation of students’ achievements. The concepts in pedagogical assessment are analyzed, such as the pedagogical test and its significance, pedagogical diagnosis, monitoring as a concept inherently close to assessment, as well as the difference between the comparative characteristics of the portfolio from the traditional one. Proposals have been made to the portfolio structure, its sections and headings. As you know, group curators face certain difficulties in compiling a database of students, in this case, the portfolio plays an important role as the best form of compiling a database of students’ achievements in the process of training and education.

PRIORITIES OF EDUCATIONAL POLICY

The article examines the directions of educational policy taking into account modern realities and modern challenges, as well as general trends in world development, based on the rights to education of citizens, guaranteed by the Constitution of the Republic of Armenia. State guarantees of access to quality education were analyzed, the urgency of the need to reform the current system, increasing the objectivity of assessing the educational results of graduates of general education schools and the need to reform the current system of final exams in general educational institutions and entrance exams to universities and colleges, the need to ensure equal opportunities for obtaining secondary and higher professional education. The need to introduce a system of state standards to expand access to education for students, regardless of place of residence and family income level, is substantiated.

Актуальные вопросы гигиены девочек и девушек-подростков (обзор литературы)

Hygiene of children and adolescents is an area of preventive medicine, the tasks of which are to maintain and strengthen health, support the optimal level of functions and favorable body development. Teaching proper hygiene skills should begin from childhood, in which the involvement and awareness of parents plays an important role. With the formation of a woman's reproductive function, the hormonal background and the vaginal microbiom are actively changing. Non-compliance with the rules of personal hygiene is a predisposing factor in the development of inflammatory diseases, including vulvovaginitis. In order to prevent the occurrence of these diseases, reproductive education is of key importance not only for young people, but also for all segments of the population. Targeted formation of a conscious attitude to one's health, understanding and ability to use personal hygiene products remains an important aspect in the development of the female body. Hygienic education as a way of informing children, adolescents and their parents is one of the elements in state policy regarding the health maintenance of the younger generation. It is ensured by the implementation of educational programs at the level of secondary general education, secondary and higher professional education, including through the development of competencies in professional standards of medical profile. KEYWORDS: personal hygiene, girls, inflammatory diseases, vulvovaginitis, hygienic education. FOR CITATION: Milushkina O.Yu., Sibirskaya E.V., Kurbanova P.F. Topical issues concerning hygiene of girls and adolescent girls (literature review). Russian Journal of Woman and Child Health. 2023;6(2):119–125 (in Russ.). DOI: 10.32364/2618-8430-2023-6-2-119-125.

Promoting Diverse Leadership: An Examination of Professional Experiences and Career Advancement Perceptions of Black Women in Higher Education

The professional experiences and career advancement perceptions of Black, female, higher education professionals were examined in an effort to obtain qualitative and quantitative data that could positively impact practice and policy in higher education leadership. Data were collected using a mixed questionnaire that included survey items, open-ended questions, and demographic inquiries. One-Way Analysis of Variance (ANOVAs) was conducted to assess the difference in mean perception career advancement scores based on participants’ professional classification, highest level of education, and years of professional experience. No statistically significant differences (p > .05) were found. The lack of differences across demographics indicates that Black, female, higher education professionals have similar perceptions of career advancement, regardless of professional classification, education achieved, or years of experience.

The Relationship between Emotional Intelligence and Educators' Performance in Higher Education Sector.

The significance of emotions in the classroom has been thoroughly explored, but discussions on educators' abilities to recognize, regulate, and manage their emotions are still ongoing. This paper aims to look at the concept of emotional intelligence (EI) and how professors in higher education can use it to achieve better results in the form of emotional intelligence competencies (EIC). A total of 312 educators from 25 higher education institutes in the United Arab Emirates (UAE) participated in this study. In sampling the Emotional Intelligence Competencies for this study, we adopted Costa and Faria's (2015) EQ test, administered to the respondent. The Reuven Bar-On emotional intelligence scale was created and standardized to gather data. Using structural equation modeling, the validity and utility of a proposed model for EI-based teaching competencies and their relationship to critical strengths were evaluated (SEM). The findings show that EIC significantly impacts educator behavior, which in turn improves student success. In order to ensure successful instruction and remarkable performance, the study provides valuable recommendations to higher education institutes about the importance of recruiting new instructors with high skills in EI and providing training sessions for existing educators to improve their EI skills.

О. А. Яната — визнаний український ученийаграрій, перший головний редактор «Вісника сільськогосподарської науки» (1888 – 1938)

The purpose of the article is to reveal the main milestones of the life and creative path of the talented scientist O.A. Yanata, to summarize his most important scientific achievements in the field of agricultural science, organization of sectoral research work and higher professional education in Ukraine. Methods. General scientific — analysis, synthesis, typology; historical — problem-chronological, comparative- historical, retrospective, biographical. The results. It is proved that O.A. Yanata is one of the founders of the Agricultural Scientist (Scientific) Committee of Ukraine, which was transformed into the Scientific and Advisory Council at the National Academy of Sciences of the Ukrainian SSR. He contributed to the establishment of the Seed Control Research Station of the Kharkiv Agricultural Society, the Ukrainian Institute of Seed Science, and the Ukrainian Institute of Applied Botany. He made efforts to organize the scientific and educational process, heading the Department of Botany of the Kyiv State Ukrainian University and Agricultural Botany of the Kyiv Agricultural Institute, as well as the Research Department of Applied Botany of the NKO of the Ukrainian SSR at the Kharkiv Agricultural Institute named after H. Rakovsky. Conclusions. O.A. Yanata played an important role in the development of the scientific foundations of the control and seed business in Ukraine, as well as onion growing, seed production, entomology, herbology, botanical terminology and nomenclature, protected business. O.A. Yanata is the founder of the agro-ecological direction in botany and ecology. The researcher raised agro-ecological problems of weed control in agro-ecosystems, initiated systematic botanical and geographical research in Ukraine, and scientifically substantiated the natural zoning of agriculture. It is proven that the scientist contributed to the popularization of the achievements of domestic agrarian science, as the initiator of the foundation, the editor-in-chief of well-known printed bodies, in particular, the journal «News of the Natural Section of the National University of Science and Technology», «Ukrainian Botanical Journal» and «Herald of Agricultural Science».

A phenomenological exploration of the lived experiences of mature students with mental ill health studying for an undergraduate higher education degree

PurposeMental ill health is on the rise amongst undergraduate students and has been investigated using both positivist/quantitative and exploratory/qualitative research methods. However, the lived experiences of mature students who have mental ill health have not been directly investigated. A limited research literature suggests that challenges particular to mature undergraduate students can cause mental ill health or exacerbate existing needs. Further research exploring the lived experiences of mature undergraduate students with mental ill health is thus warranted.Design/methodology/approachA qualitative approach was adopted to explore lived experiences of mental ill health for mature students in higher education. The interpretative phenomenological analysis (IPA) explores the experience of higher education mature students who self-identify as having mental ill health. Five participants were interviewed about their personal stories and perceptions.FindingsThe study found that participants interpreted the experience of mental ill health as very difficult with no redeeming features reported. A lack of control over mental ill health experiences was contrasted with attempts to control mental ill health, whether successful or not, in order to progress with their learning. Participants conceptualised being mature undergraduate students as a last chance succeed in life, education or a career. This increased stress that interacted with their mental ill health symptoms.Research limitations/implicationsIPA calls for a small, homogenised participant sample. This limits generalisation of the research findings. Recruitment criteria welcomed participants who self-identified as experiencing mental ill health, leading to potential bias in reported lived experiences.Practical implicationsThe research findings highlight the value of considering the lived experience of students experiencing mental ill health whilst studying. Whilst general approaches to support can be successful, this research demonstrates how higher educational professionals must orient towards an ideographic perspective when considering how to provide individualised, inclusive support for students experiencing mental ill health. A discussion on how this can be actualised is provided.Social implicationsThe research provides impetus to the perspective that students have unique lived experiences of mental ill health, and that this is particularly so for mature undergraduate students. A key social implication of this is that, whilst positive based, one-size fits most, interventions for students experiencing mental ill health are useful, higher education educators must also be cognizant of unique, dynamic experiences each student will have. As such, there is a need to move towards a relational, dialogic approach when considering and designing tailored support.Originality/valueMature undergraduate students who experience mental ill health are at risk of not reaching their potential. Yet despite this, exploration of mature undergraduate student's experiences of mental ill health is nascent in the academic literature. Research considering their unique perspectives as an avenue to develop joint compassionate understandings and interactions between students and educators are additionally scant. The current study begins to address this dearth of exploration and commentary. It provides an idiosyncratic, novel inquiry into this important issue.

Nexus of Emotional Intelligence and Learning Outcomes: A Cross-Country Study of China and Pakistan Higher Educational Institutes

The purpose of this empirical study is to investigate the effects of emotional intelligence (EI) on learning outcomes (e.g., social, cognitive, and self-growth outcomes) and satisfaction with the university experience of academics and administrative staff at Chinese and Pakistani research universities. This study also investigates the mediation of self-directed learning (personal autonomy, personal responsibility, and personal growth) and knowledge management processes (KMPs) concerning the relationship between EI and learning outcomes. Moreover, this study explores the relationship between learning outcomes and creative performance (creative self-efficacy and leadership/supervisor support). The survey method was considered appropriate for the data collection and was completed simultaneously through paper and electronic mediums. The partial least squares structural equation modeling (PLS-SEM) method with a measurement assessment, structural assessment, mediation, and multi-group analysis was applied to a sample of 729 academics and administrative staff from Chinese and Pakistani research universities. A few dissimilarities surfaced with regard to EI and learning outcomes while evaluating the higher education institutions (HEIs) from both countries. Moreover, an indirect relation between EI and learning outcomes was established via self-directed learning and KMPs. Lastly, the intended direct statistical association between learning outcomes and creative performance was also documented. This study may serve as an initiative to equate and differentiate EI in relation to learning outcomes and creative performance among higher education professionals in China and Pakistan. The considered framework is novel and supports both EI and learning outcomes while adhering to the perceived value of the two adjacent regions.

Digital Competencies among Higher Education Professors and High-School Teachers: Does Teaching Experience matter?

Abstract Background: To provide high-quality education and remain innovative, thus contributing to sustainable development goals, educational institutions use digital tools and implement ICT in the teaching process. In addition to providing technical resources, it requires the appropriate education of teachers who should have the appropriate knowledge and skills to take full advantage of the opportunities provided by ICT. Objectives: The main objective of this article is to identify the current state of ICT knowledge and skills of university professors and high school teachers and to establish if there exists a relationship between their digital competencies and teaching experience. We strive to discover areas where digital competencies are already relatively high and ICT knowledge and skills gaps. Methods/Approach: Survey was conducted on a sample of university and secondary school professors who were asked to estimate their perceived level of knowledge and skills in various ICT domains. Results: The results of our research show that the total self-assessed level of competence is intermediate, with slightly higher values for ICT knowledge than for ICT skills. The results vary depending on the different subcategories of competencies and the years of respondents’ teaching experience. Conclusions: Our research findings, which revealed variations and gaps in digital knowledge and skills among professors and teachers, may have significant policy implications for policymakers and educators committed to ensuring quality education.