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This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features information and communication technology (ICT). The authors examined the Norwegian Professional Digital Competence Framework for Teachers, which is aligned with similar frameworks from all over the world and therefore offers insight into international discourse about ICT. They performed a critical discourse study (sociocognitive approach) to uncover inherent knowledge and assumptions about ICT. Findings show an adaptive approach to this technology, which is conveyed as a 'tool', 'arena for participation', '(communication) channel' and 'changing force'. Thus, there is a focus on participation in politics ON the internet. Politics OF the internet and ICT, however, is not mentioned, which indicates that the technology is naturalised and thereby kept away from democratic debate. This suggests a risk of democratic deficiency. [ABSTRACT FROM AUTHOR]

To what extent does a firm's digital readiness influence its competence in implementing digital initiatives? This study employs a deep-learning-based dual-stage approach using Partial Least Squares Structural Equation Modelling (PLS-SEM) and Artificial Neural Network (ANN) to demonstrate and quantify this relationship. Data were sourced from a questionnaire survey involving 428 architecture, engineering and construction (AEC) firms in New Zealand. The PLS-SEM analysis confirmed the positive correlation between the digital readiness of an organization and its competence towards seven types of DT, including immersive technologies, sensing technology, robotics, 3D printing, digital fabrication, artificial intelligence and big data. The ANN analysis further quantified the importance of the investigated readiness indicators in influencing digital competence. The results highlighted four most significant readiness attributes influencing the digital competence of AEC firms: (1) organizational culture, (2) perception of the leadership team, (3) hardware & software systems and (4) strategy plans. The findings can serve as a baseline for developing effective change management strategies and contribute to reducing the digital divide within AEC organizations, facilitating the effectiveness of organizational digital transformation. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has posed challenges to education systems around the world, resulting in a 'new normal' for school music education in which teaching and learning can no longer rely only on conventional classroom practices. Concerns have also been raised over music teachers' digital competencies, given the perceived importance of the use of technology within the new educational landscape. This article presents the results of a study that examined the challenges and experiences associated with the digital competencies of music teachers during the pandemic period. Semi-structured interviews were conducted with full-time music teachers (N = 18), all of whom taught music as a subject at mainstream primary or secondary schools in Hong Kong. The findings revealed challenges and upskilling of music teachers during the lockdown period, including the technological constraints imposed by the school and the online environment, how they made use of technology to teach music online, and the different ways they developed their digital competencies. Alongside with the catalyst effect of the pandemic that stimulated their upskilling, curriculum changes in teacher training programmes are necessary to better prepare music teachers for the digital transformation of music education and future challenges under the post-pandemic 'new normal' situation. 新型冠状病毒肺炎(COVID-19)對全球教育系統造成衝擊，導致學校的音樂教育進入了一種「新常態」，令教學不能只依賴傳統的面授課堂。鑒於「新常態」下的教學非常倚重科技的運用，音樂教師的數碼技能尤為重要。本研究旨在考察音樂教師在疫情期間運用數碼技能的經驗及其所面臨的挑戰，對18名在香港主流小學或中學教授音樂課程的全職教師進行了半結構化訪談，調查結果顯示在實施新冠肺炎封鎖措施期間音樂教師所面臨的挑戰和技能提升，包括線上教學環境及學校面授課堂的限制，科技的運用，以及他們學習數碼技能的方法。除了疫情的推動之外，課程改革及教師培訓也是必要的，以便音樂教師在數位化音樂教育和後疫情「新常態」下的未來挑戰做準備。 [ABSTRACT FROM AUTHOR]

This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms. [ABSTRACT FROM AUTHOR]

In the context of primary education, students aged 11–12 years old begin to integrate digital devices and online behaviours that are more common and widespread at the secondary level. The objective of this study is to understand the factors that determine the initial digital ecosystem of students, and to evaluate the risks that these students face at a certain threshold age. The 356 participants in the sample completed a questionnaire designed ad hoc based on the findings of other studies with the same aim. The identified correlations and the regression equations obtained indicate, fundamentally, that two out of every three students who own a smartphone use it to communicate with family and friends. Furthermore, the use of mobile phones encourages young people to join and participate in social networks at an early age. The study also reveals that at this age, students use social networks mainly for the consumption of audiovisual content and not so much to share personal information of a critical nature. Finally, students in this particular age group are considered at a threshold age because they begin using smartphones regularly, making autonomous decisions without sufficient supervision regarding digital risks, thus becoming part of the Frontier Collective. [ABSTRACT FROM AUTHOR]

In an era where digital competence is increasingly crucial, understanding the factors that influence successful learning outcomes, especially among older adults, is vital. This study investigates the impact of psychological motivation, perseverance, consistency of interest, and instructor interaction on cognitive problem-solving abilities, subsequently affecting digital competence and individual impact. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) on a sample of 459 older adults who have completed digital competence training, this research provides empirical insights into the learning process. Findings reveal that psychological motivation significantly influences cognitive problem-solving, which, in turn, enhances digital competence and personal achievement. Interestingly, while perseverance and interaction with instructors also positively impact problem-solving, consistency of interest does not show a significant effect. These results suggest the need for educational strategies that foster motivation and effective instructor-learner interaction to improve digital learning outcomes. The study underscores the importance of tailored digital education approaches for older adults, highlighting the role of motivational and cognitive factors in bridging digital divides and enhancing life quality through digital literacy. [ABSTRACT FROM AUTHOR]

The objective of this systematic review was to analyze pre-existing programs that address a responsible use of the Internet with the aim of managing the diverse challenges and risks of the digital space. Five databases were used to obtain studies from 2017 to 2022. The following variables were analyzed: target population, duration, content, and evaluation. Programmes included the following online risks: cyberbullying, sexting, digital privacy, grooming, identity theft, false information, problematic Internet use, phishing and social engineering, digital identity and online reputation, excessive information sharing, spam and and fraud. The need for the design and implementation of programs that involve the entire educational community and address the issues of pornography and online safety has been identified. [ABSTRACT FROM AUTHOR]

This paper explores how digital competence and digital technology are addressed in Norwegian early childhood teacher education (ECTE). The aim is to provide a national overview of the ECTE institutions' programme and relevant course plans to identify how the preservice teachers are being prepared for their future professional life as digitally competent early childhood teachers. We have conducted a summative content analysis of national regulations, national guidelines, programme and course plans by drawing on Goodlad et al.'s curriculum theory. The findings demonstrate that digital competence and digital technology are clearly emphasised and addressed at the ideological curriculum level but less so at the formal and perceived levels. Data shows that there is a need to define and operationalise professional digital competence from an ECTE perspective. Furthermore, there is a need to more explicitly describe the learning outcomes in the programme and course plans, focusing on both theoretical and practical aspects. [ABSTRACT FROM AUTHOR]

This study investigated factors influencing digital competence among Vietnamese preservice EFL teachers, focusing on ICT self-efficacy, collegial collaboration, and infrastructural support. Employing a quantitative research design, data were collected from 183 final-year EFL preservice teachers across various Vietnamese universities using validated scales. Structural equation modeling was utilized to examine the relationships between variables. Results validated a four-factor model comprising digital competence, ICT self-efficacy, collegial collaboration, and infrastructural support. ICT self-efficacy emerged as a strong predictor of digital competence (β = 0.43, p <.001), collegial collaboration (β = 0.81, p <.001), and infrastructural support (β = 0.57, p <.001). Collegial collaboration (β = 0.43, p <.001) and infrastructural support (β = 0.09, p <.05) also positively related to digital competence. The model explained 78% of the variance in digital competence. These findings underscore the importance of fostering ICT self-efficacy and collaborative learning environments in EFL teacher preparation programs, contributing to the development of evidence-based strategies for enhancing digital competence in preservice teacher education. [ABSTRACT FROM AUTHOR]

After the breakout of the COVID-19 pandemic our lives have been profoundly changed, including higher education, where a digital form has emerged as a result. This paper presents some of the results of nearly two and a half years of research conducted in two countries. The first objective was to analyse the experience of the transition to digital education, digital competencies and equipment of staff during the COVID-19 pandemic, and the second was to summarise the impact of the alternatives to digital education at universities after the pandemic. It was also aimed at describing how digital education at the universities of these two countries with very different cultures has been tackled and whether the experiences are different. The research was carried out by means of a questionnaire including 592 instructors from Hungary and 111 from Armenia. The researchers analysed the data using SPSS 28 statistical software. Univariate and multivariate analyses were conducted, including frequency, mean and standard deviation tests, crosstabulation analysis, ANOVA, independent samples t-test, and correlation. analyse The current study suggests that the two culturally different countries did not have completely different practices, and also the smoothness of the transition to digital education has a major impact on how digital solutions are integrated into university education in the two countries in the future. To conclude, the pandemic induced the emergence of online education, which is here to stay with us in the future to supplement traditional, offline forms. [ABSTRACT FROM AUTHOR]

Teachers' beliefs are the main factors that promote students' growth, and are related to students' green entrepreneurship. Therefore, using 283 paired samples of teachers and senior students from 12 higher vocational schools in Xinjiang Autonomous Region, China, the relationship between teachers' beliefs in education for sustainable development and vocational students' green entrepreneurial intentions, as well as the facilitating effects of teachers' legacy motivation and digital competence, were investigated. The results confirm for the first time that teachers' sustainability beliefs are positively related to senior students' green entrepreneurial intentions in Xinjiang Autonomous Region of China, that there is no facilitating effect of teachers' legacy motivation, and that there is a facilitating effect of teachers' digital competence. This suggests that senior students in Xinjiang Autonomous Region of China need not only teachers' sustainability beliefs but also the combination with teachers' overall competence to adequately facilitate the development of their green entrepreneurial intentions. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: The advancement of digital technological breakthroughs in the construction industry is dependent on connecting the attributes of the intended consumers to the technologies. Thus, this study aims to look at the relationship between construction app acceptance and the digital qualities of construction professionals (CPs) to determine whether understanding the connection can assist predict construction app user behaviour. Design/methodology/approach: This study's theoretical approach was derived from the European Union digital competence model, which supports the hypothesis that the traits associated with digital competence enable digitally competent CPs to embrace construction apps. Six hypotheses were developed to investigate the theories, and multiple linear regression analysis was used to predict the acceptance of construction apps based on the CP's attributes. Findings: The investigation's findings revealed that the CP's attributes can explain at least 50% of the proportion of variance in 34 construction apps. The use of a smartphone (Mean Score = 3.30; Factor Loading = 0.609), technological orientation (Mean Score = 3.55; Factor Loading = 0.663), information technology skills (Mean Score = 3.48; Factor Loading = 0.649), information on construction innovation (Mean Score = 3.73; Factor Loading = 0.528) and interest in R&D (Mean Score = 3.48; Factor Loading = 0.531) are the digital characteristics that can essentially forecast the acceptance of construction apps. The data backs up the notion that CPs would gain digital competency before accepting construction apps. This is because a digitally savvy CP will most likely embrace construction apps. Research limitations/implications: Frameworks for accelerating digital technologies and innovations in the construction industry have been unveiled in this study. The research also gives recommendations for the evaluation, design and implementation of a more attractive construction app. This study also has implications for investigating the impacts of risk aversion, personal connection, social influence, technological curiosity and digital nativity as predictors of construction app uptake. Practical implications: The findings of this study serve as an index for prioritising digital traits for CPs and characterising a digitally proficient construction professional. The findings provide recommendations for organising, training and supporting construction personnel' digital competencies. The research is useful for developing and implementing instructional digital training programmes. Originality/value: This study is unusual in that it provides clear insights on construction apps as well as variables for building great user-experience apps for CPs, which are both limited in the literature. [ABSTRACT FROM AUTHOR]

To enhance the digital competencies of pharmacy students, the Institute of Clinical Pharmacy and Pharmacotherapy at Heinrich-Heine University Duesseldorf developed and evaluated a theoretical module on digital health and data analysis. This innovative module integrated a continuous glucose-monitoring (CGM) wearable device into teaching, providing students with in-depth practical experience and a 2.5 h seminar on digital health and CGM systems. Students' knowledge of CGM and self-assessment of their CGM competencies were assessed in a pre-post manner. Additionally, students' satisfaction with the module and their perceptions of the future integration of digital health training and the role of wearables in pharmacy practice were also assessed after the module. A total of 39 final-year pharmacy students completed the module conducted in June 2024 as part of the clinical pharmacy seminar. In total, 32 students completed the pre- and post-knowledge tests and self-assessment questionnaires. Both the knowledge and the students' self-assessment of CGM-related skills after the module increased significantly (p < 0.05). Students expanded their knowledge regarding digital health solutions, in particular the CGM systems, and increased their self-reported competence in CGM-related skills. With this module, an important foundation was laid, as this is the first theoretical module including the essentials of CGM digital health tools for pharmacy students in Germany. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: No brief questionnaire comprising knowledge, skills, and attitudes is available to measure digital competence among clinical practice nurses. Objective: The aim was to evaluate the structural validity and internal consistency of the Digital Competence Questionnaire (DCQ) for Clinical Practice Nurses. Methods: A cross-sectional study was conducted with English-speaking clinical practice nurses. Twenty-six items from an initial item pool, developed in a prior conducted Delphi Study, were included. Exploratory factor analysis for structural validity with "oblimin" rotation and a two-factor solution as well as internal consistency test using Cronbach's alpha were conducted. Results: Data from 185 nurses was obtained. The final questionnaire comprised of 12 items allocated to two factors: knowledge & skills and attitude. Factor "attitude" explained 33% of the variance and factor "knowledge & skills" 24%, resulting in a cumulative explanation of the variance of 57% by both factors. Internal consistency per factor was satisfactory, with 0.81 and 0.91, respectively. Conclusion: The DCQ for clinical practice nurses is valid and has satisfactory internal consistency. Researchers and nurse managers can use it to assess the level of digital competence among clinical practice nurses. Future psychometric validation of the DCQ for clinical practice nurses is required to allow a conclusion on the goodness of fit and reliability. [ABSTRACT FROM AUTHOR]

AbstractThe issue of safety in respect of using technology in education is an issue that deserves particular attention. This research uses a quantitative methodology to explore whether the use made by children of video games, social media, and smartphones in their free time influences the development of digital competence as regards safety. This study was conducted based on a sample of 800 compulsory education phase Spanish students. The results show a relatively low competence level, suggesting the need for digital education as part of the school curriculum so that students can make safe use of digital technologies. According to the findings, while students enjoy playing video games and using certain social media, mainly through smartphones, they are not digitally competent. The results reported for the assessment of digital competence in the safety area are within the basic level and, in general, boys have a higher level of competence than girls, except in the protecting health and protecting the environment competences. [ABSTRACT FROM AUTHOR]

This paper aims to contribute knowledge about the influences of leaders' perceptions of digitalisation on arrangements for leading the expansion of access to and application of digital technologies in K–12 education. Supporting the digitalisation of K–12 education requires digital competence. School organisers' and school leaders' digital competence and perceptions of digitalisation contribute to how digital technologies are employed in schools. Survey and participant observations were used to investigate leaders' perceptions of digitalisation in K–12 education. The data were analysed using thematic analysis and theory of practice architecture. The results show that perceptions of digitalisation in K–12 education influence arrangements by allowing opportunities for enhanced quality in teaching and equality within and among schools. Further, collaborations between leaders, sharing ideas and experiences, and enhancing leadership are elements that contribute to the shaping of leaders' perceptions of digitalisation in schools. This paper contributes to the knowledge of leaders' perceptions of expanding the access to and application of digital technologies in schools. [ABSTRACT FROM AUTHOR]

Introduction: Digital transformation implies changes in professional roles. In this sense, the whole of the teaching staff sees how their identity profile has undergone mutations over the last few years. Therefore, this research has as main objective to analyze the digital identity of teachers in the search to understand the concept in a holistic way. Method: es Regarding this, a systemic review of the pertinent literature has been carried out in the Scopus database. 278 documents have been used and, after the different phases of screening and filtering, 34 studies have been analyzed in depth. Results: The results indicate that the research around this topic has three lines of study focused on the construction of one’s own identity, the improvement of digital competence and the use of virtual platforms for its development. Conclusions: In conclusion, it can be said that, in general, there is a lack of greater depth when it comes to conceptualizing the digital identity centered on the figure of the teacher and on their development as a subject in the virtual world. [ABSTRACT FROM AUTHOR]

The study examined the effectiveness of 200 teachers from secondary schools, ensuring equal representation with 100 teachers from government schools and 100 from private schools. The data was collected using the Teacher Effectiveness Scale by Umme Kulsum, the Digital Competence Scale by Shipra Shrivastava and Kiran Lata Dangwal and the Teacher Self-efficacy Scale by N. Ashraf and S. Jamal. The result of the study showed that teacher effectiveness is positively related to digital competence. It was also found that self-efficacy was significantly associated with the effectiveness of teachers in secondary schools. Further digital competence among teachers was found to be a stronger predictor of teacher effectiveness as compared to self-efficacy. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The successful integration of digital technologies in teaching depends on the skills and attitudes of the teachers. The presented research compares the attitudes of Bulgarian chemistry teachers for the application of digital technologies in the classroom before and after the distance learning, which became necessary in the period 2020 – 2022. The research instrument is a questionnaire containing 35 items and the survey was conducted online. Forty-eight chemistry teachers participated in the survey in 2019, and in 2022 – 49 teachers. Data were compared by non-parametric Mann-Whitney test. The results show significant differences in the attitudes of the chemistry teachers towards the application of digital technologies in the classroom, especially regarding their benefits in teaching and learning. [ABSTRACT FROM AUTHOR]

Collaborative Opportunities for Professional Inquiry Leading to Organisational Transformation (COPILOT) represents an Erasmus+ initiative involving four transnational partners from three EU countries including IES Cristobal de Monroy secondary school [Spain], Laois Offaly Education Training Board (LOETB) [Ireland], University College Dublin (UCD) School of Education [Ireland], and Akadimos, a teacher continuing professional development provider [Greece]. The project encompassed three primary objectives, aligned with the Erasmus+ programmes's emphasis on supporting teachers and school leaders to address digital transformation. These included the following: the identification of participatory approaches and digital methodologies employed by schools to facilitate digital transformation among educators; exploring and establishing dynamic professional environments in schools by identifying synergies with organisations operating in diverse fields or socio-economic contexts and enhancing the capacity and professionalism of partners to engage in EU/international collaboration. To investigate the outcomes of the project objectives, a small-scale qualitative study was conducted, which involved analysing participants' reports on the project's collaborative activities. Additionally, a focus group was held at the conclusion of the project to gain insights into the digital readiness, capacity, and resilience of teachers and school leaders within their respective organisations. Thematic analysis was employed to analyse the collected data. The findings of the study offer encouraging indications regarding the crucial symbiotic role played by school leaders and "early adopter" teachers in promoting digital transformation. Moreover, participating teachers displayed a general willingness to adapt their teaching methods to incorporate more technology, provided they receive both formal and informal support. Furthermore, there exists a willingness among transnational partners to digitise and share resources both at present and in the future. [ABSTRACT FROM AUTHOR]

Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students' employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack of integration of digital competencies in teacher training programs. Hence, to add to these previous studies, this paper aims to find and explore strategies and measures to equip secondary-level pre-service teachers with digital competencies and support them in professionally promoting their students' digital skills. This happens by investigating what advanced pre-service teachers at a large European university miss and suggest changing to become more confident in promoting digital competencies at secondary school levels (K5–K12). In this context, the authors deepened a previously conducted university-wide survey among advanced secondary-level pre-service teachers through two focus groups to sharpen insights into challenges and good practices from the perspective of pre-service teachers. A thematic analysis of these focus groups confirmed the presumption that most pre-service teachers are keen on actively acquiring relevant digital competencies and gave insights into how they wish to have digital skills integrated into their studies. Additionally, it became evident that even though pre-service teachers can acquire several digital skills through self-study, they longed for collaboration and guidance to reach a professional level for "teaching" them to their students. [ABSTRACT FROM AUTHOR]

Transforming higher education due to digitalization is a critical challenge to ensure adequate capabilities for a more entrepreneurial economy. Studies about digital competence in higher education focus primarily on students' digital competence. There are few studies regarding educators' digital capabilities and students' learning outcomes. Following the economics of education theories and evidence-based education, this novel research is presented. The study aims to identify how educators' digital competence impacts education results, measured by students' learning perception and academic performance. Hypotheses are formulated to find evidence of the return on investment in education relevant to educational policies and higher education management. The goal was to find a model to understand how a specific relevant element of the teaching intervention i.e. the digital capabilities of the educators are reflected in students' learning outcomes. To that end, this study used a validated tool for digital education assessment (DigCompEdu) to collect data through an online self-administered questionnaire. Correlations and partial least squares structural equation modeling (PLS-SEM) method were used for the analysis. Higher education is essential for the economy and human capital development; therefore, understanding the relevant factors for teaching efficiency is pertinent. Findings show some relationship between professional commitment, digital teaching skills, and student perception of learning. Nevertheless, the analysis does not find a significant link between educators' digital competence and academic achievement. It is acknowledged that measurements in education are difficult due to the complexity and multidimensionality of this human process. The study's contribution is due to its novelty in studying a research gap in digital teaching skills and student outcomes. As a preliminary work, it intends to guide future explorations on education-based learning in universities to identify critical elements of students' achievements that can guide policymakers and university managers. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the rise of information and communication technologies (ICT) in workplaces, employees require adequate digital competence. This paper addresses the question of how employees can acquire and further develop the digital competence required to perform their work tasks. Conventional training methods face challenges such as rapid technological development, high costs, and difficulties in transferring knowledge, which impede the continuous development of digital competence. Studies indicate that regular ICT use at work supports digital competence development. Given the benefits of workplace-based learning in ICT task performance for developing digital competence, the design of work to facilitate learning is an important prerequisite. The main contribution of this paper is to highlight the relevance of informal learning in the work process for the development of employees' digital competence. Further research should explore the role of work design in facilitating digital competence development at work. [ABSTRACT FROM AUTHOR]

Copyright of Mevzu is the property of Ali Sever and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate that in-service teachers consistently outperform student teachers in all six areas of digital competence, with the most substantial gap in Digital Resources. However, significant improvements in digital competence were observed among student teachers from the first to the third academic year. The study highlights the necessity for enhanced digital competence training in teacher education programs and continuous professional development for in-service teachers. Recommendations include embedding digital tools into curricula, providing hands-on training, fostering collaborative cultures, and regularly monitoring competence development. These findings emphasize the importance of preparing teachers to meet the digital demands of modern classrooms.

Abstract In the context of primary education, students aged 11–12 years old begin to integrate digital devices and online behaviours that are more common and widespread at the secondary level. The objective of this study is to understand the factors that determine the initial digital ecosystem of students, and to evaluate the risks that these students face at a certain threshold age. The 356 participants in the sample completed a questionnaire designed ad hoc based on the findings of other studies with the same aim. The identified correlations and the regression equations obtained indicate, fundamentally, that two out of every three students who own a smartphone use it to communicate with family and friends. Furthermore, the use of mobile phones encourages young people to join and participate in social networks at an early age. The study also reveals that at this age, students use social networks mainly for the consumption of audiovisual content and not so much to share personal information of a critical nature. Finally, students in this particular age group are considered at a threshold age because they begin using smartphones regularly, making autonomous decisions without sufficient supervision regarding digital risks, thus becoming part of the Frontier Collective.

The article solves the problem of comparing the influence of two factors – the presence of higher education and generational affiliation – on digital competence and on the behavior of young people in the Internet space. Approaches arising from the theory of digital inequality are involved to solve it. They are problematizing the importance of socio-demographic and other population’s characteristics for the use of information and technological innovations. Another important study aspect was the theory of generations. It made it possible to identify generations Y and Z, formed under the conditions of technological changes at the turn of the 20th-21st centuries. The article focuses on representatives of Generation Z. Their digital competence and behavior on the Internet is compared with higher education. Sources of the study: a sociological survey of young people in 8 federal districts of Russia conducted in 2023, data from analytical companies subjected to secondary assessment, materials from official statistics.Education is the third most important factor influencing the digital inequality of Russian youth, two other reasons are behind – place of residence and material security. Higher education maintains its position in ensuring the digital competence of young people. However, its presence does not affect the behavior of young people on the Internet. Representatives of Generation Z, who today are still studying at or enrolling in Russian universities, are not inferior to those who have higher education in terms of the information and technological innovations level of use. Digital natives are noticeably more likely than millennials to evaluate the Internet as a source of education, self-education, and broadening their horizons. Such a request creates new tasks for higher education. The article concludes with recommendations for Russian universities regarding their work in social media that is significant for generation Z.

The article presents theoretical insight into thorough analyses of the outstanding experience and best practices in using digital educational resources by educators. We attempt to integrate these findings into training students who obtain a Master’s degree in Primary Education. Intensive use of information and communication technologies has proved efficient in preparing a new generation of innovative highly skilled would-be teachers for primary school in recent years. Although Ukrainian practice in this context is significant, however, huge accomplishments of the best world researchers still produce a noticeable impact on education advancement in many countries. The author draws attention to the relevant issue of training future educators in primary school to use digital open educational resources in their professional activities. The best practical experience of eminent Ukrainian and foreign scholars and teachers was analyzed. The suggested digital resources are examined on the field, purpose, and efficiency of their application with primary school children. The article highlights the educational potential of the popular tools for interactive online and offline communication and assessment of learning outcomes; vivid presentation of the educational content; creative thinking and soft skills development in the classroom as well as automated writing evaluation. Frequent challenges and hardships that educators have to deal with while using digital tools in the classroom are singled out and some solutions to the problem are suggested. The author points out the urgent necessity for young educators to gain new knowledge and skills for not only personal growth and self-development but also, for greater opportunities to be competitive in the contemporary labor market.

Digital technologies are the main driver of the future economy, with technology jobs and those requiring digital skills on the rise. In educational settings, there is an accelerated propagation of digital learning environments, which was amplified by the online shift following COVID-19. To equip learners with the necessary digital skills, there ought to be a purpose-built framework that can be used as a reference point. Although in recent years there were multiple attempts to develop digital literacy frameworks such as DigComp by the European Commission and the Digital Literacy Global Framework (DLGF) by UNESCO, with several other frameworks built on top of them, there is a lack of frameworks devised specifically for learners and students. This paper proposes a conceptual digital literacy framework for learners, building mainly on DigComp 2.0 and the DLGF. We use an integrative review methodology of six main empirical frameworks, developed in recent years with educational applications, to achieve our aim. We added new competencies specific to mobile learning environments and career-related digital endeavors by learners. In addition, we further tailored the competences related to device and software operations to both personal computers and mobile devices. The proposed framework in this paper expounds on DigComp and DLGF by adding several competences which are deemed essential for learners in today’s digital world. The framework can be used by educational institutes, policymakers, as well as learners to assess their digital skills and devise strategies for capacity building.

Abstract This paper aims to contribute knowledge about the influences of leaders’ perceptions of digitalisation on arrangements for leading the expansion of access to and application of digital technologies in K–12 education. Supporting the digitalisation of K–12 education requires digital competence. School organisers’ and school leaders’ digital competence and perceptions of digitalisation contribute to how digital technologies are employed in schools. Survey and participant observations were used to investigate leaders’ perceptions of digitalisation in K–12 education. The data were analysed using thematic analysis and theory of practice architecture. The results show that perceptions of digitalisation in K–12 education influence arrangements by allowing opportunities for enhanced quality in teaching and equality within and among schools. Further, collaborations between leaders, sharing ideas and experiences, and enhancing leadership are elements that contribute to the shaping of leaders’ perceptions of digitalisation in schools. This paper contributes to the knowledge of leaders’ perceptions of expanding the access to and application of digital technologies in schools.

Global education systems are undergoing a revolution due to the swift progress of technology. In order to improve student learning, this new educational environment dubbed Education 4.0 combines cutting-edge teaching strategies with digital technologies. Few research studies have been done on Education 4.0 despite its potential, especially in Mindanao, Philippines. This study sought to ascertain faculty members' awareness, readiness, and digital competence in relation to Education 4.0 at higher education institutions (HEIs) in Region XII. The variables and their relationships were investigated using a descriptive-correlational research design in this study. Three hundred forty-six (346) faculty members who were chosen at random took part in the study by answering a questionnaire. ANOVA, Spearman's rho, and mean scores were used in the quantitative analysis. According to the results, faculty members at HEIs demonstrate a high level of awareness (M=3.94; SD=0.85), readiness (M=3.67; SD=0.93), and digital competence (M=3.79; SD=0.90) with respect to Education 4.0. Digital competence and awareness showed a significant strong positive correlation (rs=0.6539; p-value = 0.0000), while readiness and awareness showed a significant moderate positive correlation (rs=0.5670; p-value = 0.0000). There are significant differences in higher education institutions' awareness (F=1.8219; p-value=0.0130), readiness (F=3.2062; p-value=0.0000), and digital competence (F=1.8025; pvalue= 0.0144). These results imply that the Commission on Higher Education (CHED) might identify the importance of Education 4.0 and give it top priority when integrating it into local HEI initiatives. CHED acknowledges and supports this revolutionary change by recognizing the need for strategic direction, allocating required funds, and establishing policies that encourage the successful implementation of Education 4.0. [ABSTRACT FROM AUTHOR]

Background. The relevance of the article is due to the tasks of digitalization of education and the focus on the development of all types of digital activities of a university teacher and is determined by the state policy of the Russian Federation in the field of digital transformation of society in general and digital transformation of education in particular. The article examines the conditions of education that are changing in connection with digitalization, and defines digital competence. The purpose of the article is to determine the level of digital competence of a modern university foreign language teacher and take this competence into account in the educational process. Materials and methods. The material of the work was the scientific works of domestic and foreign authors on the topic of research, legislative acts, electronic resources, materials of web conferences, etc. The research methods were interviewing, methods of description, observation and analysis. As a result of the conducted research, the levels of digital competence of foreign language teachers (basic, high, advanced) were identified and the level of digital competence of foreign language teachers in scientific and educational activities of Samara State University of Economics (SGEU) was determined; the skills and abilities of the selected levels were described; possible digital services for use in writing scientific papers, textbooks were highlighted and content creation, as well as for classroom work and distance learning; pedagogical options for using digital technologies both in education and in scientific research of a modern teacher are proposed.

Background. The development of digital technologies is one of the priority tasks of modern education, a crucial step in improving the quality of learning and teaching and transforming the role of the teacher in the conditions of digitalisation of education. The purpose of the research presented in the article is to describe the qualitative changes in the professional activity of teachers and to consider the "digital" roles and digital competence of teachers based on the data of questionnaire survey of teachers working in profile psycho-pedagogical classes in the city of Tula and Tula region. Materials and methods. The methodological basis of the empirical study is the competence approach, in particular, digital competence. The main conceptual documents regulating the development of digital education are the national programme "Digital Economy of the Russian Federation" and the priority project "Modern Digital Educational Environment in the Russian Federation". In the course of the empirical study, the questionnaire method was applied. Results. Theoretical analysis allowed us to state that in modern conditions the professional activity of a teacher undergoes qualitative changes. In the conditions of digitalisation of education, the school needs a multi-profile professional with digital literacy and competence. The questionnaire survey of teachers working in psycho-pedagogical classes conducted in the course of the empirical study revealed the teachers' adherence to the traditional roles of a mentor and an organiser of the learning process and the formation of competencies in the field of integrative activity (a teacher is an integrator of students' knowledge, skills and abilities). The presented analytical and empirical data are based on modern Russian and foreign experience and take into account the specifics of the Tula region.

Background. In the artificial intelligence age, it is not only IT graduates who have digital competencies, but also schoolchildren. Improvement of skills to work in the digital environment and with digital products is necessary in all spheres of life. The national project “Digital Chair” is aimed at solving this problem, i.e. formation and mastering of modern digital competences. The purpose is to analyze the implementation of the “digital department” program at the Pacific State University (PSU, Khabarovsk) and the formation of digital competencies of students as a result of participation in this program. Materials and methods. The system approach is fundamental for the research. The main theoretical methods of research: analysis, synthesis, deduction. This article is a review of the conceptual apparatus of “digital competence”, “digital culture”, “digital literacy”. It includes research on the training of 995 students of Pacific State University in the digital department. The analysis of training was carried out on the basis of the method of assesment - center. Results. Digital Chair trainees acquire more digital skills and can solve problems from a wider range of tasks. The implementation of the national project “Digital Chair” requires the expansion of educational programs taking into account the directions of university students. There is no single standard of digital competencies for all TOGU educational programs. The formation of digital competencies requires material resources and trained personnel.

Research on digital competence has been one of the most important policy goals in the area of education in the European Union for almost two decades. In 2017, two essential documents were published: DigComp 2.1 - The Digital Competence Framework for Citizens with eight proficiency levels (Carretero et al., 2017) and examples of use and the European Framework for the Digital Competence of Educators – DigCompEdu (Redecker, 2017). Despite these documents and all the research in the field of digital competencies, there is still no unified instrument for measuring the digital competencies of citizens. The problem is that digital competencies encompass a wide range of skills, from basic digital literacy to advanced technical proficiency, and they evolve with technological advancements. Researchers and policymakers face several obstacles in creating a one-size-fits-all tool for assessing these competencies. This paper expands existing research in the field of digital competence in formal education in Slovenia. Our research aimed to explore curricular aspects of acquiring digital competencies within the three levels of formal education and the level of achieving digital competencies among citizens (students) in Slovenia. The purpose of our study was to gain a broader understanding of how participants in formal education obtain digital competencies to obtain a publicly recognized qualification within the education system in Slovenia.

Abstract With the rising usage of contactless work options since COVID-19, users increasingly share their personal data in digital tools at work. Using an experimental online vignette study (N = 93), we examined users’ willingness to use a video conferencing tool, while systematically varying the context of use (personal vs. low trustworthiness work vs. high trustworthiness work) and the type of information shared (low vs. medium vs. high sensitivity). We also assessed users’ perceived responsibility in work and personal contexts of use and their self-assessed digital competence. Our results highlight employer trustworthiness as an important factor in the willingness to use a third-party video conferencing tool, with increased willingness to use these tools in work contexts of use with high trustworthiness compared to those with low trustworthiness. This effect seems to be reduced when the data to be shared is of high sensitivity, compared to medium and low sensitivity data. Furthermore, despite reduced responsibility for data protection in work compared to personal contexts of use, the willingness to use a video conferencing tool did not decrease between trustworthy work and personal contexts of use. We discuss our findings and their methodological implications for future research and derive implications for privacy decisions at work.

Digital leaders are not necessarily experts in computer programming; rather, they are individuals capable of leveraging information technology to achieve organizational goals in the current era of digitalization. This research analyzes the digital leadership aspects or dimensions of junior high school principals in Sukabumi City, West Java, Indonesia. Specifically, it examines whether the digital leadership of these principals has met the target, is on target, or still falls short in enhancing the digital competence of 21st-century teachers. The study employs a qualitative descriptive design, utilizing interviews and observations as instruments. Data were collected from three junior high schools, involving three principals and nine teachers in Sukabumi City. The qualitative analysis was conducted using Atlas.Ti version 8. The research findings reveal several obstacles in the implementation of digital initiatives, including budget constraints, insufficient digital competence among teachers, and uneven infrastructure, all of which have hindered effectiveness in meeting the targets. Consequently, the study suggests that principal support, increased teacher literacy, and the formation of innovation teams are crucial for effective digital leadership and the successful achievement of school program targets.

The article substantiates the importance of developing the digital competence of students studying in the field of «social work» using analytical methods. Thanks to the measures taken by the state to digitalize the social sphere, many types of social support are becoming available in a remote format. However, in the process of digital transformation, society is faced with such social problems as digital inequality – the inability to connect to the Internet, lack of digital skills or motivation for some part of the population to use all the opportunities provided by digitalization. Specialists in social work, due to the specifics of their activities, as well as in connection with the demands of society, face the need to solve these social problems. Therefore, as part of the digital transformation of social services sector, the functions of social workers are expanding. It is becoming important not only to have a personal ability to work with digital tools, but also to assist social work clients in using and mastering digital resources. Knowledge of educational and methodological function is necessary for a social work specialist to successfully teach digital competencies to a population in need of social support and who does not have skills to use digital technologies. Such a change in the functionality of a social worker leads to the need to change the content of the training system for social workers.

Purpose: The Internet, as a symbol of the new era of information and communication technologies, plays a crucial role in human development and professional growth. This study aimed to explore how Internet self-efficacy mediates the relationship between digital competence and professional growth in teachers.Methodology: The research employed a quantitative approach and a correlational method. The statistical population consisted of teachers in Kermanshah City, with a sample size of 310 teachers selected through available sampling. Data were collected using standardized questionnaires on digital competence, professional development, and Internet self-efficacy. Analysis involved descriptive and inferential statistics, as well as structural equation modeling using SPSS-23 and Smart PLS software.Findings: The study revealed a positive and significant direct impact of digital competence on Internet self-efficacy, on professional growth, and on Internet self-efficacy with professional growth. Additionally, the indirect impact of digital competence on professional development through Internet self-efficacy was positive and significant.Conclusion: Internet self-efficacy plays a crucial role in predicting the relationship between digital competence and teachers' professional growth. Enhancing digital skills enables individuals to leverage resources on the Internet, while self-efficacy beliefs contribute to professional growth. Recognizing the psychological aspects of self-efficacy is essential in achieving professional goals.Value: This research provides a conceptual model for teacher professional growth based on digital competence, highlighting the mediating role of Internet self-efficacy.