A systematic literature review about the level of digital competences defined by DigCompEdu in higher education

Nowadays, we are facing a historical moment in which education practices are being transformed mainly due to the increase of technologies and their massive use at all levels of society, thus it is necessary to integrate them in educational contexts. In this context, the aim of this paper is to: analyse the level of technological competences of university professors. To this end, a systematic literature review based on the PRISMA methodology is carried out. The search was focused on WoS and SCOPUS databases. Initially, 815 documents have been retrieved and after applying the exclusion criteria 30 papers have been selected. The selected papers have been analysed in detail and the final conclusions have been structured according to DigCompEdu digital competence framework. The results show that the level of Digital Competences of University Professors (DCUP) is moderate and highlight aspects to improve: Reflective Practice is not cited in any article and Learner´s Empowerment and Facilitating Students' Digital Competence are the least referred. These aspects should be considered for future research. For this reason, it is recommended to carry out continuous training for university professors supported by the DigCompEdu framework.

COMPETENCE OF LABORATORY FOR TESTING OPTOELECTRONIC SYSTEMS IN MILITARY INSTITUTE OF ARMAMENT TECHNOLOGY

The paper presents competences of the Military Institute of Armament Technology Laboratory for Testing Optoelectronic Systems used to acquisition and handling the optoelectronic systems. The selection of optoelec-tronic equipment and its performance used by the Polish Armed Forces is specified. Technological competences including the testing equipment used to verify and evaluate the characteristics of nightvision and thermovision systems are presented, as well.

IT SOLUTIONS, PLC.: INTRODUCING A BIG DATA CASE INTO THE ACCOUNTING CURRICULUM

By bridging the accounting and data science domains, this paper introduces an interdisciplinary Big Data case study for accounting students that implements a specific methodology framework. It is supported by clear learning objectives and detailed instructor’s implementation guidance that complement a fascinating scenario, representing a real-world situation in the data-led world of business. The participants’ assignment is to propose a strategy for improving financial position and performance of a particular company by attracting new customers selected among companies, listed on the London Stock Exchange. The data sources of the proposed case study are publicly available and comprise of historical financial and non-financial data, disclosed in companies’ annual reports. By performing their assigned roles under the case study scenario, future graduates will build upon their technological competences as well as raise their awareness on the new roles and job tasks of the future accountant. They will also gain understanding on the new advisory function of the accounting specialists and their responsibilities as management consultants in the data-let business world. From a research perspective, this interdisciplinary work demonstrates how expertise in text mining and financial reporting might be combined for revealing new investment opportunities and enhancing management decisions.

Research competences in university students in virtual learning environments

Research competencies are adopted in higher education, however, little is known about the role of these competencies in the virtual environment. This research is one of the first to describe research competences in postgraduate students in virtual learning environments. An observational design study using the research competences questionnaire was conducted with 89 students. The findings indicate that cognitive and teamwork competences are the most predominant (58.4% and 71.9%) and that the weakest areas are related to technological competences 33.7%, methodological competences 39.7% and project management 22.5%. These findings highlight the need to improve curricula in postgraduate schools where research competences are strengthened by prioritising technological, methodological and project management aspects so that students obtain the necessary skills and abilities and can improve their research processes. Keywords: research competences, virtual learning environments, research training.

Human Resource Management in Asia

This chapter reviews key characteristics and developments of human resource management (HRM) in Asian countries against the backdrop of their rich historical features and the rapidly changing landscape on many fronts. It takes stock of what has been researched in the HRM field and the theoretical perspectives underpinning it. There is a growing trend for positivist HRM studies of hypothesized organizational conditions and individual behaviors, at the expense of in-depth qualitative studies of the motivations, actions, and interactions of social groups, and outcomes in specific organizational settings. It is clear that Asian countries are advancing at a rapid pace in their economic development, powered by growing technological competences. However, each nation-state is confronted with a different set of HRM challenges, ranging from skills shortage to workforce aging, informalization of employment, changing expectations, behavior of the workforce, and so forth. We argue that the understanding of people management in workplaces must take into account a range of institutional, cultural, organizational, and individual factors. We also argue that HRM research needs to be engaged with real and live issues that are confronting employing organizations and individuals, with the aim of adding social value and extending our intellectual horizon.

The Impact of Foreign Technology and Embodied R&D on Productivity in Internationally Oriented and High-Technology Industries in Egypt, 2006–2009

This paper investigates the domestic productivity and spillover effects of foreign technology and embodied R&D on Egyptian manufacturing industries, 2006 to 2009. It also analyses the heterogeneous sectoral effects of technology transfer by focusing specifically on the productivity effects on highly internationalized and technology-intensive industries. These are expected to have greater absorptive capacity with respect to foreign technology and therefore larger productivity effects because of their greater exposure to foreign competition and greater technological capacity respectively. This study is the first to analyse the efficiency effects of foreign technology by classifying industries in this manner. It finds that foreign technology and embodied R&D have positive and significant industry-specific effects on domestic productivity and TFP in technology-intensive industries but that these are weaker in internationally oriented industries. The study suggests that only technological-intensive industries in Egypt have sufficient absorptive capacity to assimilate foreign technology effectively. The paper’s findings highlight the key role of foreign technology in domestic productivity growth, subject to the absorptive capacity of the domestic labour force, and the need for improved policies to promote the domestic benefits of technology transfer through the accumulation of local technological competences.

PEDAGOGICAL DESIGN OF PUPILS’ ENVIRONMENTAL-TECHNOLOGICAL ACTIVITY OF GENERAL SECONDARY EDUCATION

The article says about the problem of formation of personality’s ecological culture. The purpose of the article is to substantiate the organization of project environmental and technological activities of students of general secondary education institutions (GSEI).The two-sided process of formation of pupils' ecological and technological competences of the GSEI has been considered in the teaching of school subjects and in public nature conservation activities. An important method and effective tool in this process is ecological and technological design.The results of the project activity are gradually fixed in the form of a description and justification of the choice of purpose taking into account economic, environmental and social aspects, sketches and drawings, technological maps, selection of equipment and products, ready for implementation or specific solution of the problem. The aggregate of these characteristics and the finished product assesses the level of ecological and technological preparation of pupils of the GSEI. By organizing and designing the educational process, the pupils independently acquire the abilities (initiative, flexibility, mobility, willingness to make decisions, analytical and critical thinking).It has been proved that the project activities provide the consolidation and systematization of the content of ecological training and its components; the development of a coherent system of knowledge and environmental awareness among the students of general secondary education institutions.

An Evaluation of Technological Competences and Technological Tools Usage by Primary School Teachers During COVID-19 Lockdown in Cameroon

The aim of this study is to investigate technological competences and technological tools usage by primary school teachers. The inability of primary school teachers to substitute traditional teaching methods with modern technological tools and applications during COVID-19 motivated the researchers to carry out this study. The study made use of a survey research design. Technology implementation and computer use for instructional teachers sub scales were used to collect data. Related literature was reviewed based on skills and knowledge of teachers and the various technologies used for instruction. The samples were 398 teachers who are teaching using ICT and the simple random sampling method was employed to select these respondents. Data was collected from teacher-respondents using tables, percentages, charts, mean, standard deviations and one sample t-test. The results showed an average level of technological competences possess by primary school teachers and types of technological tools used for teaching and learning. These results indicate that primary school educators and instructors lack the competences to install software on their computers and faced difficulties in using more advanced technologies. The study strongly recommends effective in-service training for teachers, easy access and connection to network services as well as the provision of technical assistance to schools. This will enable teachers to effectively acquire skills and knowledge for technology integration in education. Primary schools and teachers should also be equipped with modern technologies especially during this period of COVID-19.

Evaluation of the Technological Competences Through Dissemination of Knowledge in Technological Incubators with Faph

Unlike the industrial economy that valued vertical integration, the knowledge economy stimulates and values the formation of interorganizational alliances and business arrangements built in networks. Competitiveness shifts from a one-way, individual and endogenous process within firms to an open, multidirectional, collaborative and networked process. In this context, the objective of this study is to evaluate the technological competences (using the SECI model of knowledgeconversion) present in technological incubators, through fuzzy multi-criteria methods. A hybrid mathematical methodology will be used with the integration of the Fuzzy Delphi (FDelphi) and Fuzzy Analytic Hierarchy Process (FAHP) methods. The FDelphi will serve to raise and validate the critical factors (criteria/subcriteria) present to evaluate technological competencies in technological incubators. The FAHP method will be applied to calculate the relative weights of the selected criteria/subcriteria that affect the problem in question. Regarding the results, the following criteria were obtained: C4 (Socialization-38%), that is, the way in which the employees of an incubator share the knowledge, the second one that stood out the most was C1 (External acquisition of knowledge-28%) sources from which employees acquire tacit and/or explicit knowledge of the incubator's external environment. This proposal is expected to improve the competitiveness of technology incubators by assessing technological skills and disseminating knowledge.

Organization of online courses of technological design in the conditions of tripartite social partnership

The object of this research is the process of organization and implementation of technological training of college and university students in studying educational modules and professional modules in the conditions of tripartite social partnership, such as college–university–enterprise, organized as online courses. The subject of this research is the remote teaching technique for students in the context of elaboration of technological processes for manufacturing machine parts. The author examines such important aspect of the topic as the variants of planning educational space within the framework of tripartite social partnership with the integration of actual projects and modeling of professional activity of the specialist in students’ project-based activity. The article reviews the step-by-step procedure of implementation of project-based learning technique in the course of technological training of university and college students, oriented towards formation of professional competences and job functions of professional standards. The results of pedagogical experiment on the formation of technological competences in the course of implementation of project-based learning in the specifically arranged educational space are presented. The scientific novelty consists in implementation of project-based learning technologies in the conditions of quasi-professional activity in fulfillment of actual production projects by the college and university students. The author’s special contribution consists in the development of algorithm for joint implementation of project-based learning technique for training college and university students in the profession-oriented educational space. The main conclusions lie in substantiation of high pedagogical effectiveness of the planned project-based learning in terms of social partnership between the college–university–enterprise that reconstructs profession-oriented educational space.