Evaluation of pre-service teachers’ digital skills and ICT competencies in context of the demands of the 21st century

Abstract

21st century has seen the emergence of digital skills as a crucial ability with profound effects on employment, education, and social relationships, among other facets of life. The best talents to teach are the subject of study by those who establish educational policies. The goal of this study is to examine the relationship between information and communication technology competency (ICTC) and digital abilities. It focuses on which of the digital skills sub-dimensions has a greater impact on ICTC and how this impact varies by country, age, and gender. This study employed a quantitative research design to evaluate the association between ICTC and various digital skills. The sample group consisted of 620 university students from Russia and Kazakhstan. Digital skills were measured using a scale adapted for the Russian context, while ICTC scale was first adapted for the Russian context following language validity steps. The study also conducted path analysis to determine the impact of ICTC on digital skill dimensions and multigroup path analysis to assess effects according to different independent variables. The study found that certain dimensions of digital skills, specifically “use of digital tools”, “communication of digital content”, and “creation of digital content”, significantly influence ICTC. However, “management of digital content”, “digital security”, and “digital empathy” dimensions did not show a significant effect. The impact of these dimensions varied significantly across different demographic groups, suggesting that digital skills and ICTC development may differ among these groups. The findings highlight the need for tailored strategies to develop and promote digital skills and ICTC, considering these demographic differences.

Examination of the relationship between information and communication technology competencies and communication skills

“…Numerous studies have investigated ICTCs of pre-service teachers, their perceptions of these competencies, and the factors that influence their incorporation of ICT into their instructional methodologies. The evaluation of pre-service teachers' competencies and digital skills has been conducted within the framework of the challenges presented by the 21 st century (Niyazova et al, 2023). The research revealed a significant correlation between ICT proficiency and digital skills, indicating a strong interdependence between these domains and their essentiality in facilitating effective pedagogy in the era of digital technology.…”

“…SCC is only It is plausible that the level of communication competence directly impacts the confidence of pre-service teachers in navigating and implementing ICT tools. When pre-service teachers can effectively communicate, they can more easily understand and apply the information and training they receive in ICT, leading to higher ICTC (Haslaman et al, 2023;Niyazova et al, 2023). Moreover, competence in communication may also assist in peer-to-peer learning, where teachers can share experiences, challenges, and solutions in ICT utilization, creating an atmosphere of collaborative learning that can enhance ICTC (Aslan & Zhu, 2017).…”

A comprehensive bibliometric analysis of information and communication technologies in science education

“…The role of science education is integral to developing the scientific literacy and comprehension of individuals (Al Sultan et al, 2021;Niyazova et al, 2023). Nonetheless, conventional pedagogical methodologies may not sufficiently engage students in the contemporary digitally interconnected world.…”