scholarly journals The digital competence of university students: a systematic literature review

2020 ◽  
Vol 38 (1) ◽  
pp. 63-74 ◽  
Author(s):  
Anna Sánchez-Caballé ◽  
Mercè Gisbert-Cervera ◽  
Francesc Esteve-Mon
Keyword(s):  
University Students ◽  
21St Century ◽  
Digital Literacy ◽  
Educational Institutions ◽  
Digital Competence ◽  
Content Creation ◽  
Ethical Skills ◽  
Information Skills ◽  
Skills Use ◽  
High Level

Digital competence is a pressing need for students in the 21st century. The present study is a systematic review of the literature on university students’ digital abilities. The methodology consisted of selecting documents (n=126) from three different databases (Scopus, Web of Science and ERIC) via peer review. The documents were selected for inclusion following predefined criteria and then analysed using a qualitative analysis software (ATLAS.ti). Digital competence is made up of several elements (information skills, content creation, communication, ethical skills, problem solving, technical skills/use and strategic skills). We identified that the most frequently-used terms in the literature are digital literacy and digital competence. However, the terminology used varies among authors. We also found that most authors do not believe that young people actually have the digital abilities that they are assumed to have. In other words, students do not have a high level of digital competence. Educational institutions therefore need to help them to develop this competence, which is so necessary in the context of 21st century education.

scholarly journals University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities

2020 ◽  
pp. 69-88 ◽  
Author(s):  
Eloy López-Meneses ◽  
Fabrizio Manuel Sirignano ◽  
Esteban Vázquez-Cano ◽  
José Manuel Ramírez-Hurtado
Keyword(s):  
University Students ◽  
Digital Literacy ◽  
Intermediate Level ◽  
Digital Content ◽  
Quantitative Methodology ◽  
Digital Competence ◽  
Content Creation ◽  
European Universities ◽  
Student Profiles ◽  
Spanish Universities

This study analysed the digital competence of 1,073 students at one Italian and two Spanish universities using the COBADI 2.0 (Basic Digital Competences/Registered Trademark 2970648) questionnaire. A quantitative methodology was applied to university students’ use of, and competence in, three areas of DigCom 2.1: information and data literacy, communication and collaboration, and digital content creation. The results showed that these future graduates had an upper intermediate level of competence in information and digital literacy, and communication and collaboration, but a lower intermediate level in terms of digital content creation, particularly in the creation and dissemination of multimedia content using different tools. Two student profiles were identified for time spent online: those who dedicated a lot of their time to gaming or interacting on social media, and those who used most of their online time to searching for information and completing academic work.

Teaching and Learning 21st Century Skills for Life

2019 ◽  
pp. 365-378
Author(s):  
Joseph Ezale Cobbinah ◽  
Emmanuel Adjei-Boateng
Keyword(s):  
21St Century ◽  
Digital Literacy ◽  
21St Century Skills ◽  
Global Economy ◽  
Teaching And Learning ◽  
Current Knowledge ◽  
Educational Institutions ◽  
Job Market ◽  
Education Delivery ◽  
The Way

The acquisition of 21st century skills through teaching and learning has become one of the greatest challenges facing education delivery in recent times. In the light of that, this chapter examines 21st century skills and how students could acquire these skills to become well integrated in the current knowledge and global economy. Further, this chapter examines the need to prepare students to acquire 21st century skills and competencies, so that they become relevant and well equipped for the current job market. Digital literacy and its importance to students are also explored as part of the relevant 21st century skills. This could be done through comprehensive restructuring of many schools' curriculum and modification of the way teachers teach and how students are assessed in educational institutions.

scholarly journals Digital education prospects after COVID 19

2021 ◽  
Vol 296 ◽  
pp. 08016
Author(s):  
Evgeniia Dragunova ◽  
Anna Sokolova
Keyword(s):  
Digital Literacy ◽  
Sustainable Development Goals ◽  
Digital Content ◽  
Digital Environment ◽  
Content Creation ◽  
Digital Education ◽  
Development Goals ◽  
The Subject ◽  
Digital Addiction ◽  
High Level

The article describes the transformation of higher education during and after the pandemic. Digital Education is examined as one of the ways that can ensure the achievement of sustainable development goals. Not only positive features of digital education but also obstacles on the way to its development and implementation are considered. It’s determined how much the scientific community is interested in the subject of digital education. There has been analyzed the sentiment of blogosphere visitors who create and discuss the content related to the topic of digital education. The analysis identifies that negative posts are associated with the topic of digital security and the risk of digital addictions. In addition, this article presents the results of Internet-based testing of students that reveal the level of digital literacy and readiness to work in a digital environment. The problems students face are mainly related to aspects such as “digital content creation skills” and “digital security”. Also, the analysis of the frequency of interaction with gadgets and the risk of student digital addiction is carried out. It’s revealed that some of the respondents have a risk of internet addiction and a high level of nomophobia.

scholarly journals Digital Competence and Computational Thinking of Student Teachers

2020 ◽  
Vol 15 (02) ◽  
pp. 29
Author(s):  
Francesc M. Esteve-Mon ◽  
M. Ángeles Llopis ◽  
Jordi Adell-Segura
Keyword(s):  
University Students ◽  
Student Teachers ◽  
Communication Skills ◽  
Computational Thinking ◽  
Relevant Information ◽  
The Other ◽  
Digital Competence ◽  
Gender Gaps ◽  
High Level ◽  
The Relationship

Digital competence is one of the most demanded skills, and includes, among other aspects, the use of technological, informational, multimedia or communication skills and knowledge. In recent years, different institutions have included computational thinking among the different areas that make up this digital competence. However, there are few publications that deepen the relationship between computational thinking and digital competence. The present study analyzes the level of digital competence and computa-tional thinking of 248 Spanish university students, exploring the relation-ships between both abilities and the existing differences. According to the results, the majority of the students perceive themselves with a medium to a high level of digital competence, highlighting the multimedia and commu-nicative dimensions, as opposed to the more technological aspects. On the other hand, there is a correlation between computational thinking and digi-tal competence, especially with the communicative and technological areas. Likewise, the results indicate that women obtain lower results in their computational thinking and are perceived to be digitally less competent than men, especially in regard to the technological dimension. These results provide relevant information in terms of research and open the door to the development of training actions in student teachers to overcome the still-existing gender gaps.

scholarly journals From digital literacy to digital competence: the teacher digital competency (TDC) framework

2020 ◽  
Vol 68 (5) ◽  
pp. 2449-2472 ◽  
Author(s):  
Garry Falloon
Keyword(s):  
Digital Literacy ◽  
Teacher Educators ◽  
Specific Reference ◽  
Digital Competence ◽  
Pedagogical Content ◽  
Significant Research ◽  
Information Skills ◽  
Digital Competency ◽  
Educational Applications ◽  
Complex Knowledge

Abstract Over the years, a variety of frameworks, models and literacies have been developed to guide teacher educators in their efforts to build digital capabilities in their students, that will support them to use new and emerging technologies in their future classrooms. Generally, these focus on advancing students’ skills in using ‘educational’ applications and digitally-sourced information, or understanding effective blends of pedagogical, content and technological knowledge seen as supporting the integration of digital resources into teaching, to enhance subject learning outcomes. Within teacher education institutions courses developing these capabilities are commonly delivered as standalone entities, or there is an assumption that they will be generated by technology’s integration in other disciplines or through mandated assessment. However, significant research exists suggesting the current narrow focus on subject-related technical and information skills does not prepare students adequately with the breadth of knowledge and capabilities needed in today’s classrooms, and beyond. This article presents a conceptual framework introducing an expanded view of teacher digital competence (TDC). It moves beyond prevailing technical and literacies conceptualisations, arguing for more holistic and broader-based understandings that recognise the increasingly complex knowledge and skills young people need to function ethically, safely and productively in diverse, digitally-mediated environments. The implications of the framework are discussed, with specific reference to its interdisciplinary nature and the requirement of all faculty to engage purposefully and deliberately in delivering its objectives. Practical suggestions on how the framework might be used by faculty, are presented.

scholarly journals Creatividad e innovación digital en estudiantes de nivel superior de una Universidad Tecnológica en el Sureste de México

2020 ◽  
Vol 8 (16) ◽  
pp. 100-107
Author(s):  
Sergio Roberto Preza Medina ◽  
Sandra Hernández Chacón ◽  
Ángela Cebollón Meza
Keyword(s):  
Information Technology ◽  
Data Collection ◽  
University Students ◽  
Quantitative Method ◽  
Learning Needs ◽  
Digital Competence ◽  
Digital Innovation ◽  
Medium Level ◽  
High Level ◽  
Creativity And Innovation

This study focuses on identifying the level of innovation and creativity that students have for accomplishing their learning needs in the context of the pandemic COVID 19. This research had a quantitative method. The used process for data collection consisted in an instrument Questionnaire for the Study of Digital Competence in University Students (CDAES) [1], as instrument that allows to evaluate the creativity and digital innovation. The research concluded the presence of a “Medium” level of creativity and innovation in University Students, which belong to the degree of Computer Science and Information Technology, with a result of 37.0% and about a “high” level, it was 28,4%. In this way, this study suggests to implement strategies to motivate students for reaching a better creativity and innovation level.

scholarly journals Digital Literacy, Competence, Identity and Intelligence: The Four Teachers Essential Skills in 21st Century

2021 ◽  
Vol 3 (1) ◽  
pp. 09-16
Author(s):  
Shadi Forutanian
Keyword(s):  
Qualitative Study ◽  
Knowledge Transfer ◽  
21St Century ◽  
Digital Literacy ◽  
Skills Development ◽  
Structured Interviews ◽  
Digital Competence ◽  
Complete Knowledge ◽  
Digital Skills ◽  
Essential Skills

These days, digital literacy, digital competence, digital identity and digital intelligence are becoming essential skills for everyone, especially teachers. Understanding their concepts and components is essential for teachers even more than learners in the process of these digital skills development. If teachers have not capabilities in these four skills, they couldn’t transfer any knowledge to learners in online environments undoubtedly. Even proper, on time, enough and complete knowledge transfer from teachers to leaners never happened. The results of this study show that teachers had low awareness about 4D skills and couldn’t understand and define 4D skills very well. The present qualitative study measured teachers’ awareness about these digital skills by semi-structured interviews and based on the retrieved data, proposed a Quality 4D (digital literacy, digital competence, digital intelligence) skills framework for measuring and developing of teachers 4D skills.

scholarly journals FORMATION OF DIGITAL COMPETENCE OF LEADERS OF EDUCATIONAL INSTITUTIONS

2019 ◽  
Author(s):  
Iryna Hrebenyk
Keyword(s):  
Secondary Education ◽  
Digital Literacy ◽  
Formal Education ◽  
Structural Model ◽  
Educational Institution ◽  
Digital Technologies ◽  
Educational Institutions ◽  
New Paradigm ◽  
Digital Competence ◽  
Digital Competency

The article deals with the peculiarities of digital competence of managers, the principles of the formation of digital competence, and the same: the principle of system city, continuity, activity, self-development. To expose the concept of digital literacy of the head of the educational institution. The main functions are distinguished: cognitive, developing, evaluative and adaptive. The most acceptable system is postgraduate pedagogical education, which, by its very nature and purpose, is capable of rapidly adapting to social changes and ensuring the process of teaching modern pedagogical technologies with the help of current INSTRUMENTS, which include Internet services. The listed and substantiated needs for the formation of the digital competency of the heads of institutions of general secondary education are listed. The essence of the concept of digital competence is revealed. The main aspects of digital competence are highlighted, namely: the existence of a fairly high level of functional literacy in the field of ICT, effective, well-founded application of digital technologies in educational activities and for solving professional tasks, understanding of digital technologies as the basis of a new paradigm in education aimed at the development of students as sub information society objects. And also, that the digital competence of the manager can be formed on three levels: general user, general pedagogical and subject-oriented. The analysis of domestic and foreign scientific sources concerning the formation of digital competence of heads of institutions of general secondary education has been conducted. The components of digital competence of heads of institutions of general secondary education are formulated. The main ways of forming the digital competence of the head of educational institutions are identified, namely the method of teaching outside the workplace, in the workplace, mixed teaching methods. The analysis of the essence of non-formal education, as well as the feasibility of the use of the andragogical principles of adult education, is made possible to clarify and correct the filling of the main blocks of the methodology of forming the digital competency of the heads of educational institutions. The structural model of the method of forming the digital competence of the heads of educational institutions is developed.

scholarly journals Relationship between Moral Intelligence and Wisdom in a Sample of Students in Umm Al-Qura University in light of Some Variables: العلاقة بين الذكاء الأخلاقي والحكمة لدى عينة من طلبة جامعة أم القرى في ضوء بعض المتغيرات

2021 ◽  
Vol 5 (29) ◽  
pp. 39-64
Author(s):  
Mohammed Ahmed Alribi, Mohammed Khalifa Shraideh Mohammed Ahmed Alribi, Mohammed Khalifa Shraideh
Keyword(s):  
University Students ◽  
Statistical Significance ◽  
University Education ◽  
Educational Institutions ◽  
First Year ◽  
Correlation Relationship ◽  
Academic Level ◽  
Moral Intelligence ◽  
The Difference ◽  
High Level

The study aimed to reveal the level of moral intelligence and the level of wisdom among a sample of Umm Al-Qura University students, to verify the relationship between moral intelligence and wisdom, and to clarify the differences according to each of the sex variables, specialization (Scientific, literary), academic level (first year, fourth year), and the sample consisted of (277) students of Umm Al-Qura University for the academic year 1436-1437 AH for the bachelor’s stage.. The results showed that the moral intelligence of university students was at an average level, and the wisdom of the sample was at a high level, and there is a positive correlation relationship with statistical significance between the degrees of moral intelligence and wisdom, and wisdom can be predicted through moral intelligence, and there are no statistically significant differences between moral intelligence The wisdom is attributed to the difference in sex, academic specialization and academic level. The study recommends an emphasis on educational institutions to spread moral intelligence, and maintain the level of wisdom among university students, as well integrate their concepts in public and university education curricula.

scholarly journals Assessment of Female University Students’ Digital Competence: Potential Implications for Higher Education in Africa

2021 ◽  
Vol 11 (3) ◽  
pp. 98
Author(s):  
Ayodele Abosede Ogegbo ◽  
Fatimah Yetunde Tijani ◽  
Oyebimpe Adegoke ◽  
Kelechi Ifekoya ◽  
Jane Namusoke
Keyword(s):  
Higher Education ◽  
South Africa ◽  
University Students ◽  
Digital Literacy ◽  
Female Students ◽  
Digital Competence ◽  
African Countries ◽  
Significant Difference ◽  
Chi Square Analysis ◽  
Education In Africa

This study assessed the digital skills of female university students and the implications for higher education in Africa. A descriptive survey was used to sample 100 female university students from four African countries (Nigeria, Rwanda, South Africa, and Uganda). The instrument used was the digital competence survey. Two research questions and two hypotheses were postulated and tested. According to the study's findings, most female university students in Nigeria and South Africa have expert and advanced levels of information and digital literacy, communication and collaboration, digital content creation, and safety.On the other hand, Uganda was mainly found at the basic or no levels, whereas Rwanda was mostly found at the intermediate levels. The chi-square analysis reveals a significant difference between the ages of female university students and their DC levels (χ2 =.000; p < 0.05). A significant difference exists between female university students’ program of study and their levels of DC (χ2 = .000; p < 0.05). Students also faced challenges such as a lack of ICT tools, insufficient knowledge and skills, data issues, and poor internet connectivity. The implications of these findings for African higher education institutions suggest that female students, particularly in Rwanda and Uganda, require training to be digitally competent and compete globally with their peers. As a result, we recommend that students from different programs of study with less demand in technology be allowed to take compulsory electives in technology courses while older female students are given adequate support.

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