scholarly journals Research of the level of digital competencies of students of the University “Adriatic” Bar

2021 ◽  
Vol 111 ◽  
pp. 01008
Author(s):  
Nikola Vukčević ◽  
Nikola Abramović ◽  
Nataša Perović
Keyword(s):  
Labour Market ◽  
Teaching Practice ◽  
Action Plan ◽  
Digital Competence ◽  
Digital Education ◽  
Digital Competencies ◽  
Development Levels ◽  
Competencies Development ◽  
The University ◽  
The Eu

Latest EU guidelines for the implementation of Digital Competence Framework and adopted Action Plan for Digital Education (2021-2027) clearly identifies two basic strategic priorities - Encouraging the development of a successful digital education ecosystem and Development of digital skills and competencies for digital transformation, clearly indicate the importance of high quality, inclusive and affordable digital education in Europe. Today, European higher education main problem is the management of the digital transition. As Montenegro is one of the candidate countries for EU, we believe that this is very important and attractive research area. The paper deals with basic and advanced digital competencies development levels of students of University “Adriatic” Bar, seen as Montenegro’s and the EU’s future labour market staff. The results of empirical research shows the real level of students digital competencies in relation to the EU required level. The results shows whether the teaching practice of digital competencies development is sufficiently present at the University, certain limitations, reasons, and possibilities for further improvement. Today, digitalization directly affects the modern labour market. As a result, young people in Montenegro must have highly developed digital competencies, in order to remain competitive in the EU labour market.

scholarly journals METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE

2021 ◽  
Vol 1 (1) ◽  
pp. 123-131
Author(s):  
HALYNA HENSERUK ◽  
MARTYNIUK SERHII
Keyword(s):  
Higher Education ◽  
Action Plan ◽  
Education Institution ◽  
Competence Development ◽  
Information Support ◽  
Future Teachers ◽  
Digital Competence ◽  
Digital Education ◽  
Digital Competencies ◽  
Methodological Component

The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.

From ICT skills to Digital competence for academic needs in Trakia University – Stara Zagora

2018 ◽  
pp. 132-137 ◽  
Author(s):  
Zlatoeli Ducheva ◽  
Veselina Nedeva
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Employment Status ◽  
Basic Skill ◽  
Research Model ◽  
Academic Needs ◽  
Digital Competence ◽  
Ict Skills ◽  
Engineering And Technology ◽  
Digital Competencies

From the beginning of the 21st century, digital competencies are perceived as a "requirement and right," as a "life/basic skill". The purpose of this article is to justify the creation of a blitz-survey, designed and conducted to determine the level of digital competence of students. The completed research will try to answer the question of how training in Faculty of Engineering and Technology develops the digital competence of students - future engineers, which factors influence the development and attitudes to improve this type of competence. The spectrum of components in the digital competencies is defined when developing the conceptual model of the study. The research model also reflects European documents in this area, the needs, and requirements of the labour market related to the training of engineers and the new approaches and paradigms in higher education. The questions were provisionally divided into seven sections, which also have connecting links. At this stage, the study was carried out with 280 students. The end goal of the scientific research is to suggest strategies for adapting the training of the students to the European requirements and the needs of the labour market in order to improve their employment status, their adaptiveness, and their professional development.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

scholarly journals Social Bots and Fake News as (not) seen from the Viewpoint of Digital Education Frameworks

2017 ◽  
Vol 2017 (Occasional Papers) ◽  
pp. 61-80 ◽  
Author(s):  
Dietmar Janetzko
Keyword(s):  
Digital Media ◽  
Digital Literacy ◽  
Global Scale ◽  
Academic Disciplines ◽  
Fake News ◽  
Digital Competence ◽  
Digital Education ◽  
Research Activities ◽  
Set Up ◽  
The Eu

Over recent years, international organisations like the EU and UNESCO have set up a number of proposals, models and frameworks that seek (i) to map and to conceptualize digital literacy and related concepts, e. g. information, digital or media literacy, digital competence, digital skills and (ii) to formulate policies and recommendations based on the conceptualizations developed. The resulting frameworks, such as Digital Competence (DigComp) developed by the EU, or Media and Information Literacy (MIL) developed by UNESCO, have a strong formative power on a global scale. Affected are policies, laws, regulations, research activities, and academic disciplines like media pedagogy and mindsets. Do these frameworks consider the effects of disruptive attempts by digital media to intervene in public debates e. g. social bots, fake news and other manifestations of biased or false information online? Do they offer avenues for reflection and action to address them? Guided by these questions, this paper studies the flagship frameworks on digital education of the EU and UNESCO, DigComp and MIL. It finds biases in both frameworks. To different degrees, both tend to overemphasize the practical and instrumental use of digital literacy.

scholarly journals Personal Factors Associated with Digital Competencies in University Students in the Context of Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 624-637
Author(s):  
José Luis Valdez Asto ◽  
Luciano Pérez Guevara ◽  
Yrene Cecilia Uribe-Hernández ◽  
Willian Sebastián Flores-Sotelo ◽  
José Antonio Arévalo-tuesta ◽  
...  
Keyword(s):  
University Students ◽  
Private University ◽  
Male Students ◽  
Personal Factors ◽  
Digital Competence ◽  
Cross Sectional ◽  
Probabilistic Sampling ◽  
Digital Competencies ◽  
Cross Sectional Design ◽  
The University

The present research aimed to establish the association between personal factors (age, sex, hours connected and school of origin) and the digital competencies of university students, which have been originated and developed with a greater degree of intensity during the pandemic, generating as a consequence the need for distance education. The study was basic, explanatory, and quantitative, with a non-experimental and cross-sectional design. The sample consisted of 1242 students of the Faculty of Medicine from the tenth to the fourth cycle: 658 males (53.0%) and 584 females (47.0%). A probabilistic sampling by strata was performed and the questionnaire of Gutiérrez et al. (2017), an instrument for the evaluation of the digital competence of the university student with a reliability of 0.997, was used. It was concluded that personal factors are associated with digital competencies in students of a private university because the personal factors of sex, age, school of origin and hours connected to social networks presented p < 0.05. Regarding descriptive results, 52.3% of male students presented ineffective level. Of students aged 22 years or younger, 58.2% presented an ineffective level. It was observed that 57.7% of the students who come from private schools presented an ineffective level, and 57.1% of the students who connect for 3 hours or less presented an ineffective level.

scholarly journals Modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática – Universidad Tecnológica Equinoccial de Ecuador

EDMETIC ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 196 ◽  
Author(s):  
Jorge Enrique Revelo Rosero
Keyword(s):  
Teaching Practice ◽  
The United States ◽  
Digital Competence ◽  
Desarrollo Profesional ◽  
Content Security ◽  
The University ◽  
International Experts ◽  
Professional Teaching ◽  
Competencias Digitales ◽  
Competencia Digital

Resumen:Esta investigación se centra en el desarrollo de un modelo de integración de competencias digitales del docente universitario para su desarrollo profesional en la enseñanza de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Metodológicamente se analizaron los aspectos más relevantes de las diferentes normas y modelos propuestos por varios ministerios de educación, entre ellos Australia, Bélgica, Canadá, Chile, España, Estados Unidos, Francia, Noruega y otros, así como organizaciones como la UNESCO O ISTE, y las investigaciones de prestigiosas universidades (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). Este estudio determina un perfil preliminar del profesorado del área de matemáticas, en el que se describen las dimensiones, competencias e indicadores que desarrolla el profesorado de una universidad de Ecuador y que fue validado por un grupo de expertos internacionales en competencias digitales. Los resultados muestran que el perfil está compuesto por 44 indicadores que corresponden a 21 habilidades digitales que responden a los niveles: básico, intermedio y avanzado de las cuestiones de dominio, uso e innovación en cinco áreas: información y alfabetización, comunicación y colaboración, creación de contenidos digitales, seguridad y resolución de problemas. Abstract:This research focuses on developing a model of digital competence integration of the university teacher for their professional development in the teaching of mathematic, as a scenario for the growth and strengthening of the professional teaching practice. Methodologically, the most relevant aspects of the different standards and models proposed by several ministries of education were analyzed, among them Australia, Belgium, Canada, Chile, Spain, the United States, France, Norway and others, as well as organizations such as UNESCO or ISTE, and the researches of prestigious universities (Pozos Pérez, 2009; Carrera y Coiduras, 2012; Prendes y Gutiérrez, 2013). This study determines a preliminary profile of teachers in the area of mathematics, which describes the dimensions, competencies and indicators developed by teachers of a university in Ecuador and validated by a group of international experts in digitals competence teacher. The results show that the profile is composed by 44 indicators corresponding to 21 digital competences that respond to the basic, intermediate and advanced levels of domain, use and innovation in five areas: information and information literacy, communication and collaboration, creation of digital content, security and problem solvingKeywords: ICT, Mathematics, Digital competences, Higher education

scholarly journals Digital competence of bachelors of pedagogical profile

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 321-324
Author(s):  
Natalya Topilina ◽  
Iryna Topilina
Keyword(s):  
Professional Growth ◽  
Educational Process ◽  
Future Teachers ◽  
Digital Competence ◽  
Digital Competencies ◽  
The University

The article analyzes the actual digital competencies formed by bachelors of pedagogical profile in the educational space of the University. We also consider the possibility of expanding the digital competencies of future teachers to improve the effectiveness of the educational process at school and professional growth of the teacher.

scholarly journals Formation of Digital Competences of University Library Users

2021 ◽  
Vol 14 (9) ◽  
pp. 1420-1431
Author(s):  
Ruslan A. Baryshev ◽  
◽  
Irina A. Tsvetochkina ◽  
Elena N. Kasyanchuk ◽  
Olga I. Babina
Keyword(s):  
Point Of View ◽  
Digital Competence ◽  
University Library ◽  
Library Users ◽  
Information Competencies ◽  
Digital Competencies ◽  
Systemic Development ◽  
Smart Technologies ◽  
High Level ◽  
The University

The paper presents various approaches to defining the concepts of ‘information competencies’ and ‘digital competencies’. The point of view of scientists on the essence, structure and ways of developing digital competencies are considered, the concept of students’ digital competence in modern conditions is clarified. The influence of this process on the development of the university library is emphasized. Digital competence is defined as the student’s high-level ability to communicate in the digital space (highly mobile intelligent devices, smart technologies, network professional communities) with the goal of self-realization and continuous innovative development. Among new challenges for the university library in digital environment the main ones are considered to be the emergence of new social and technological tasks, the specifics of working with users of the university library, and changing access to electronic resources while maintaining the invariability of main functional purpose of university library. The integrity and systemic development of digital competence of students in the conditions of the university library is reflected. The purpose of this paper is to unlock the potential of the university library as a subject of digital competencies development of students who will work in the digital age. The experience of the Scientific Library of the Siberian Federal University on developing digital competence of students is presented. Profiles of digital competencies of library users are proposed, which include two areas of responsibility: 1) information competencies and 2) digital competencies. The results of the study were refined and summarized, the results of the study were systematized, methodological recommendations were prepared to increase the effectiveness of libraries

The training of teachers for professional activity within digital education

2020 ◽  
pp. 48-52
Author(s):  
Ju. M. Tsarapkina ◽  
T. B. Lemeshko ◽  
A. G. Mironov
Keyword(s):  
Experimental Work ◽  
Educational Environment ◽  
Professional Activity ◽  
Digital Learning ◽  
Digital Competence ◽  
Electronic Information ◽  
Digital Education ◽  
Russian State ◽  
The University ◽  
Digital Training

The article considers the competence approach as a key one in the formation of readiness of pedagogical personnel for professional activity in the conditions of digital education. The purpose of the article is to consider the digital competence of teachers in the digital educational environment of the university. Priority directions of training of pedagogical personnel in the conditions of digital training are presented. The essence of the category “digital learning”, its pedagogical potential is substantiated. The requirements for a teacher of digital learning are formulated. The conclusions make it possible to formulate recommendations for experimental work on the creation and implementation of the concept and model of training teachers in the electronic information and educational environment of Russian State Agrarian University — Moscow Timiryazev Agricultural Academy. The article is of interest for further research of the problem of training teachers for professional activity in the conditions of digital education.

scholarly journals Developing support teachers’ digital competencies for an inclusive citizenship

2021 ◽  
Vol 12 (1) ◽  
pp. 43-51
Author(s):  
Giuseppa Cappuccio ◽  
Giuseppa Compagno
Keyword(s):  
Point Of View ◽  
Digital Citizenship ◽  
Digital Competence ◽  
Digital Skills ◽  
Digital Competencies ◽  
Inclusive Processes ◽  
The University ◽  
Conceptual Link ◽  
Exercise And Training ◽  
And Training

The present work focuses on the construct of digital citizenship from an educational and inclusive point of view. Considering the general European interest in implementing citizens’ digital skills and with particular care for the contemporary situation of overall emergency, due to the Covid 19 pandemic case, the idea is that of considering a possible conceptual link between digital skills and the Capability Approach. In the light of an ‘Education for all’, the aware development of teachers and, particularly support teachers’ digital skills, may be a crucial key to enact inclusive processes able to guarantee any pupil and student the chance to become a capable and valuable citizen, despite his/her frailties and social failures. This paper is part of a wider research project entitled “Best practices and tools of analysis in schools and community contexts: learning, teaching & inclusion”, started in March 2019 and funded by the Department of Psychological, Pedagogical Sciences, Physical Exercise and Training, of the University of Palermo, and of which just a segment related to the analysis of support teachers’ digital competence is reported here.

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