Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member

Abstract

<p style="text-align: justify;">The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.</p>

Development of self-regulated lifelong learning (SR3Ls) model in the era of IR4.0 for post-pandemic economy

“…Specifically, in this study, the quantifiable attributes are gathered from the 5-point Likert-type scale to support statistical aggregation of group responses. Measures of central tendency and level of dispersion are computed to analyse the collective evaluation of experts (Sosnytskyi et al, 2021). The consensus of Delphi technique in this study is achieved within a certain percentage in agreement or a certain ratio of scores within a designated range.…”

“…Specifically, in this study, the quantifiable attributes are gathered from the 5-point Likert-type scale to support statistical aggregation of group responses. Measures of central tendency and level of dispersion are computed to analyse the collective evaluation of experts (Sosnytskyi et al. , 2021).…”

Critical Evaluation of Modern Strategies and Methods of Formation of Communicative Competency in the System of Continuing Education of Document Managers

“…The second stage (July-December, 2022) included experts' assessment to evaluate the strategies and methods critically. The assessment was based on the fuzzy Delphie technique that is applicable for high-quality management of teaching activities while formation of competency (Sosnytskyi et al, 2021). Figure 3 shows the steps of fuzzy Delphie technique used to evaluate critically the strategies and methods of formation of communicative competency of document managers in the system of continuing education.…”