Estructura de las competencias del siglo XXI en alumnado del ámbito educativo. Factores personales influyentes

Cerveró, Gonzalo Almerich; Suárez-Rodríguez, Jesús M.; Díaz‐García, Isabel; Orellana, Natividad

doi:10.5944/educxx1.23853

Cited by 32 publications

(34 citation statements)

References 29 publications

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“…Another relevant aspect is, thirdly, to improve the infrastructures and the inclusive attention to the students. Quality in education needs to have the necessary means and all those that can positively influence the teaching-learning process to be effective and efficient [24], being complex to focus on the comprehensive and holistic development of students when there is no drinking water, electricity or basic resources for the development of the so-called competences of the twenty-first century [60]. In addition, we need schools that include the entire student body and avoid segregation and differences due to class, resources, gender, race, religion or any other factor.…”

Section: Discussionmentioning

confidence: 99%

Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

2020

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Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development.

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Section: Discussionmentioning

confidence: 99%

Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

2020

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“…Estas nuevas competencias transversales requeridas constituyen, por una parte, lo que se ha denominado competencias del siglo XXI, que se componen de competencias de alta habilidad y las competencias referidas a las tecnologías de la información y de la comunicación (TIC) (Almerich, Suárez-Rodríguez, Díaz-García & Orellana, 2020). Por otra, se encuentran las competencias clave, de las que forma parte la competencia digital o competencia TIC (Comisión Europea, 2018).…”

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“…Asimismo, las competencias TIC se erigen en fundamentales para la adquisición de competencias de alta habilidad (Almerich et al, 2020).…”

Section: Introductionunclassified

La relación entre las competencias TIC, el uso de las TIC y los enfoques de aprendizaje en alumnado universitario de educación

Díaz‐García

Cerveró

Suárez-Rodríguez

et al. 2020

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Las tecnologías de la información y de la comunicación (TIC) suponen un cambio en los modos de aprendizaje del alumnado universitario. El propósito de este estudio es conocer la relación entre los enfoques de aprendizaje (superficial y profundo), el uso de las TIC (uso personal, uso académico no escolar y uso académico en el aula) y las competencias TIC (tecnológicas, pedagógicas y éticas) en alumnado universitario de titulaciones de Educación. Se trata de un estudio basado en un diseño correlacional, cuya muestra la constituyen 485 estudiantes de las titulaciones de grado de Pedagogía y de Educación Social de la Universidad de Valencia, seleccionados mediante un muestreo no probabilístico y accidental, recogiendo la información mediante dos cuestionarios. Los resultados señalan la existencia de un vínculo complejo entre las competencias TIC, el uso de las TIC y los enfoques de aprendizaje. Se ha de destacar la relación entre las competencias pedagógicas y las éticas, el uso académico no escolar y el enfoque profundo, así como la relación entre enfoque superficial y uso académico de las TIC en el aula. Por ello, se sugiere la necesidad de formar a los estudiantes en las competencias pedagógicas y éticas de las TIC, ya que si se hiciera se estaría fomentando el aprendizaje profundo. Information and communication technologies (ICT) represent a change in the ways of learning of university students. The purpose of this study is to know the relationship between learning approaches (superficial and deep), use of ICT (personal use, non-school academic use and academic use in the classroom) and ICT competences (technological, pedagogical and ethical) in university students of Education degrees. This is a study based on a correlational design, whose sample is made up of 485 students of the degrees of Pedagogy and Social Education at the University of Valencia, selected by non-probabilistic and accidental sampling, collecting the information through two questionnaires. The results indicate the existence of a complex link between ICT competences, use of ICT and learning approaches. The relationship between pedagogical and ethical competences, non-school academic use and an in-depth approach, and between a superficial approach and academic use of ICT in the classroom should be highlighted. Therefore, the need to train students in the pedagogical and ethical competences of ICT is stressed in order to encourage deep learning.

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“…In recent years, different studies analysed the digital competence of teachers and students taking the European Digital Competence Framework as a basis (DigComp), and almost always focusing on more than one or all of the competence areas [61][62][63][64][65][66][67]. Research was also conducted on the influence of social and personal variables such as gender, age, digital-device ownership, and activities performed using technology on the level of digital competence [68][69][70][71][72]. However, there are no studies on the impact of online communication and the use of social networks on the level of digital competence in the area of communication of students aged 12-16.…”

Section: Discussionmentioning

confidence: 99%

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

2021

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The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital-competence levels in the area of communication of Spanish basic-education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross-sectional design was used. The sample comprised 807 students, and data collection was based on a problem-solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence.

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Estructura de las competencias del siglo XXI en alumnado del ámbito educativo. Factores personales influyentes

Cited by 32 publications

References 29 publications

Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

La relación entre las competencias TIC, el uso de las TIC y los enfoques de aprendizaje en alumnado universitario de educación

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

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