Exploring technology attitudes and personal–cultural orientations as student readiness factors for digitalised work

Abstract

PurposeEmerging forms of digitalisation are placing new demands on workforce entrants around the globe. This study, catalysed by innovation programs in Ukraine and Latvia, conceptualises, measures and compares key facets of dispositional readiness of university students in two post-Soviet nations for digitalised work.Design/methodology/approachSurvey data, addressing technology attitudes and personal–cultural orientations (PCO), were collected by project teams at universities in Ukraine and Latvia and delivered to the authors for analysis. The authors defined three characteristics of digitalised work, conceptually positioned five of the measured constructs as readiness factors and generated readiness profiles for the two national student cohorts. Investigation of significant differences between the groups was conducted using an Independent Samples T-Test. A composite profile was produced for comparing the overall dispositional readiness of both groups for digitalised work.FindingsThe factor-level profiles showed similar patterns of dispositional alignment and misalignment with digitalised work. For example, technology optimism and learning interest were reported by large percentages of Ukrainians and Latvians and tolerance for unstructured work by small percentages. However, significant differences were found in group levels of technology optimism, technology anxiety, ambiguity intolerance and empowered decision-making. In each case, the Ukrainian profile appeared more strongly aligned with the target.Practical implicationsThe global digitalisation of work requires students, educators, human resource professionals and business leaders to rethink workforce readiness assessment and adapt (re)training programs. Technology enthusiasm and learning interest should be regarded as crucial measurable attitudes motivating technical skills development. Also, cultural orientations should be positioned alongside personality traits and digital skills as factors shaping successful human–computer interaction.Originality/valueThis study initiates a new sociotechnical and cross-cultural trajectory of technology readiness research from data generated in two post-Soviet contexts. Moreover, it positions several measurable dispositions as factors influencing student readiness for digitalised work.

Bibliometric Analysis on Research Trends of Digital Literacy in Higher Education from 2012 to 2021

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Digital competencies and skills as a determinant factor in Higher Education

“…In the short term, this may require some initiative and self-study, as even mainstream digital skills models, such as the EU digital skills framework (Lopez_Meneses, Sirignano, Vazquez-Cano, & Ramirez-Hurtado, 2020) have not yet considered the full force of these emerging technologies. Nor has it considered, a variety of basic and advanced technical skills that remain vital to worker readiness, such as enthusiasm for technology and interest in collaborative learning that must be recognized as key attitudes that support the continuous professional development requirements of dynamic, digitized work (Blayone, Usaca, Mykhailenko, & Romanets, 2020).…”

University Lecturers’ Views on Distance Education During the Covid-19 Pandemic: Ukrainian-Latvian Comparative Studies

“…It should be also noted that despite the fact that distance education has its indisputable advantages in comparison with other ways of innovative teaching and learning, much remains to be reevaluated and taken into account to bring the training in higher education institutions into line with new realities of life caused by the COVID-19 pandemic. In this respect, international collaborative studies can be of invaluable assistance in this process (Blayone et al, 2020;Mykhailenko et al, 2020;Žogla, Ušča, & Mykhailenko, 2020). This reflects the fact that despite the general trend towards implementing distance education for training students of different specialties, each country can offer its own positive initiatives since it faces diverse challenges and finds its own solutions, corresponding to its economic development.…”