University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities

López-Meneses, Eloy; Sirignano, Fabrizio Manuel; Vázquez‐Cano, Esteban; Ramírez-Hurtado, José M.

doi:10.14742/ajet.5583

Cited by 96 publications

(96 citation statements)

References 48 publications

(51 reference statements)

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“…School culture will have to change more quickly in the path towards fostering education that, by mobilizing digital competences as a consumer but also as a content creator, adopts student-centered learning [6,31,55,56] in a logic of participatory action-research [57].…”

Section: Fostering Digital Literacy Through Educationmentioning

confidence: 99%

COVID-19 and the Promotion of Digital Competences in Education

Sá¹,

Serpa²

2020

ujer

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The pandemic caused by COVID-19 has profound consequences on social, economic and cultural life worldwide, and is affecting, throughout the world, the regular functioning of educational institutions at all levels, with their temporary shutdown and the impossibility of face-to-face classes. This study aims to add to the analysis of the implications of this context in the reformulation of education shaped by the digital. To fulfill this goal, the authors carried out a document collection, and also mobilized their experience in the research and teaching of this topic. It is concluded that these unforeseen circumstances may be a key moment of opportunity for reformulating teaching, with the implementation, development and dissemination among teachers and students of digital technologies in shaping a society that is, itself, increasingly digital, notably Society 5.0. To this end, and as main implications, the agents of the educational process, teachers and students, due to their traits and various reasons, will have to prepare for student-centered learning through the intentional and sensible mobilization of digital technologies in a complex process, in which each agent will be, ultimately, a critical content creator with enhanced digital literacy. In the contemporary digital society, the school needs to reinvent itself, which is even more pressing with the Covid-19 pandemic. Aspects such as training, internet access infrastructure, hardware and software, digital literacy, and students and academics' teaching and learning strategies are essential. The school offers, thus, a critical contribution to social cohesion and social equity through digital inclusion in education for sustainable development.

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Section: Fostering Digital Literacy Through Educationmentioning

confidence: 99%

COVID-19 and the Promotion of Digital Competences in Education

Sá¹,

Serpa²

2020

ujer

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“…It should be emphasised that there is a different use of technologies among young people: they may use these technological skills to socialise but they are not able to transfer them to their own learning processes [38]. López-Meneses et al [39], in their research on ICT and university students, found two profiles with regard to the use of technologies: those who mostly use them to socialise or play; and those who use them to search for information and to complete their academic papers. In addition, self-testing students' awareness and use of technologies when they enter university will ensure that the learning process at higher education levels is oriented to producing citizens who are digitally competent and who can participate in a digitalized society [40].…”

Section: Digital Technologies and Their Impact On Pre And Post-university Levelsmentioning

confidence: 99%

Digital Technologies at the Pre-University and University Levels

et al. 2020

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The education sector is undergoing significant challenges in the process of transforming learning models in order to face the new requirements of our hyper-connected society. Teaching students how to adequately interact as active and committed citizens in our knowmadic global society is the most challenging task facing educators nowadays. Moreover, the university must consider a student’s knowledge of digital technologies to be able to design new educational models that respond to their current needs. The aim of our research is to assess that knowledge and the use of digital technologies among college students and the relationship this has with their prior academic experience. Data collection included a validated ad-hoc questionnaire divided into 16 categories applied to 757 students of both sexes between 20 and 57 years of age. The results show that, irrespective of gender and age, those students who have used Information and Communication Technologies (ICT) in their secondary education have a better knowledge of how to use them to their advantage throughout their university learning process. In conclusion, students need to undergo a training in digital skills before entering university, so as to equip them with a higher level of digital competence.

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“…Kompetensi digital pendidik dibagi ke dalam beberapa bentuk, yaitu: information, communication, educational content creation, security dan educational problem solving [5]. Kompetensi digital juga sebagai kualifikasi untuk guru profesional dalam kelas digital dengan aspek penilaian meliputi penggunaan alat digital (aplikasi digital) untuk melaksanakan pembelajaran siswa, untuk membuat media dan evaluasi pembelajaran fisika, untuk pekerjaan administrasi sekolah dan pemahaman etika tentang penggunaan media sosial [6]. Oleh karena itu, mahasiswa pendidikan fisika sebagai calon guru fisika yang akan memiliki peranan penting di dunia pendidikan harus dibekali kompetensi digital.…”

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