From ICT skills to Digital competence for academic needs in Trakia University – Stara Zagora

2018 ◽  
pp. 132-137 ◽  
Author(s):  
Zlatoeli Ducheva ◽  
Veselina Nedeva
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Employment Status ◽  
Basic Skill ◽  
Research Model ◽  
Academic Needs ◽  
Digital Competence ◽  
Ict Skills ◽  
Engineering And Technology ◽  
Digital Competencies

From the beginning of the 21st century, digital competencies are perceived as a "requirement and right," as a "life/basic skill". The purpose of this article is to justify the creation of a blitz-survey, designed and conducted to determine the level of digital competence of students. The completed research will try to answer the question of how training in Faculty of Engineering and Technology develops the digital competence of students - future engineers, which factors influence the development and attitudes to improve this type of competence. The spectrum of components in the digital competencies is defined when developing the conceptual model of the study. The research model also reflects European documents in this area, the needs, and requirements of the labour market related to the training of engineers and the new approaches and paradigms in higher education. The questions were provisionally divided into seven sections, which also have connecting links. At this stage, the study was carried out with 280 students. The end goal of the scientific research is to suggest strategies for adapting the training of the students to the European requirements and the needs of the labour market in order to improve their employment status, their adaptiveness, and their professional development.

Digital Skills in Times of the COVID-19 Pandemic

2022 ◽  
pp. 400-421
Author(s):  
Cynthia M. Montaudon- Tomas ◽  
Ingrid N. Pinto-López ◽  
Anna Amsler
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Field Study ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Remote Work ◽  
Digital Competence ◽  
Digital Skills ◽  
Current Context ◽  
Digital Competencies

This chapter describes the digital competencies that have become essential in the workforce and how higher education institutions (HEIs) are trying to keep up in a moment in which faculty members have been acquiring digital skills alongside students. A field study was conducted with faculty from HEIs in Mexico to identify the differences between the digital skills that faculty possessed previous to the pandemic and those acquired as a result of remote work. It also analyzes the digital tools they have been provided with to perform their jobs, the training they have received, and the digital skills that they still lack to help students acquire the digital competencies demanded in the workforce. The objective is to identify areas of opportunity and create general guidelines that will help develop critical digital skills. A literature review of the most relevant aspects of digital dexterity and digital competence in higher education (HE) is presented. An analysis of the current context and how it is producing changes faster than before is also included.

scholarly journals Readiness of higher school teachers to use digital technologies in the educational process

2021 ◽  
pp. 163-172
Author(s):  
Elena Manuzuna ◽  
Anastasia Chufeeva ◽  
Svetlana Artemyeva
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Survey ◽  
Digital Technologies ◽  
Individual Characteristics ◽  
Educational Process ◽  
Modern World ◽  
Digital Competence ◽  
University Teachers ◽  
Digital Competencies

The digitalization of the education system imposes certain circumstances not only on the organization of the educational process and the training of specialists in demand in the modern world, but also on the skills of a teacher in the field of information and communication technologies. Within the framework of this article, an analysis of Russian and foreign approaches to defining a set of digital competencies necessary for a modern teacher of higher education is carried out. The purpose of this study is to determine an objective diagnostic toolkit for identifying the level of digital competencies among teachers of higher institutions. Based on the analysis of Russian and foreign experience in the development of digital competence among teachers, including a higher education teacher, an internal questionnaire was developed to assess the level of formation of the necessary digital skills. Data collection was carried out through an online survey of teachers using a structured questionnaire. A survey of university teachers was conducted in order to identify the readiness to use digital technologies in the educational process. The data obtained during the survey made it possible to obtain objective information about the level of formation of digital competencies among teachers and their readiness to use digital tools and technologies in the educational process. University teachers have demonstrated high results in such competencies as the use of digital solutions for effective communication of students on academic assignments; creating your own digital resources; creation and modification of digital educational materials, inclusion of students in group work using the Internet, including online services for joint project activities; taking into account the individual characteristics and needs of students in the educational process; exchange of ideas and materials with colleagues from other educational organizations, including through cloud systems, advanced training through online training.

scholarly journals The Possibilities of Improving Communication Skills in the Training of Engineering Students

2020 ◽  
Vol 10 (5) ◽  
pp. 20
Author(s):  
Ildikó Holik ◽  
István Dániel Sanda
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Communication Skills ◽  
Engineering Students ◽  
Tolerance Analysis ◽  
Digital Competence ◽  
Good Communication ◽  
New Graduates ◽  
Decisive Action ◽  
Social Competences

New graduates have to meet several expectations on the labour market. Besides their professional knowledge, important skills include good communication, problem-solving, creativity, independence, organisation, leadership, decisive action, dynamism, stress tolerance, analysis, precision, openness, flexibility, co-operation, motivation, digital competence, etc. How can higher education prepare young people for the expectations of the labour market? How can students’ social competences and communication skills be improved? Our paper provides methodological recommendations on improving engineering students’ communication skills, based on an empirical study.

scholarly journals DIGITAL TRANSFORMATION OF EDUCATION: CHALLENGES AND PROSPECTS

2019 ◽  
Author(s):  
И.Р. Усамов
Keyword(s):  
Higher Education ◽  
Financial Management ◽  
Digital Transformation ◽  
Educational Technologies ◽  
Educational Institutions ◽  
Ict Skills ◽  
Overall Performance ◽  
Digital Competencies ◽  
Education Report ◽  
Modern Technologies

Процесс оцифровки начался во всех основных отраслях промышленности. Однако в этой статье я хотел бы осветить цифровую трансформацию в образовании. Те, кто опробовал современные технологии в образовании, сообщают об увеличении общей результативности работы высших учебных заведений. Цифровизация в учебных заведениях является проблемой, которая касается многих заинтересованных сторон в области образования. ИКТ навыки становятся все более актуальными в каждом контексте, особенно на рабочем месте, поэтому одной из главных задач для учебных заведений стала подготовка будущих специалистов, способных решать проблемы и искать решения, в том числе цифровые компетенции как жизненно важный набор навыков. В настоящее время в нашей стране предлагаются различные меры политики, инициативы и стратегии, направленные на внедрение инновационных образовательных технологий в сфере образования. Цифровая трансформация меняет то, как возникают, функционируют и развиваются организации. Она также вносит изменения в способ выхода на рынок и предоставления услуг, а также выполнения контрактов, бухгалтерского учета и финансового управления. The digitization process has begun in all major industries. However, in this article I would like to highlight the digital transformation in education. Those who have tested modern technologies in education report an increase in the overall performance of higher education institutions. Digitalization in educational institutions is a problem that affects many stakeholders in the field of education. ICT skills are becoming increasingly relevant in every context, especially in the workplace, so one of the main tasks for educational institutions has been the training of future specialists who are able to solve problems and seek solutions, including digital competencies as a vital set of skills. Currently, our country offers various policies, initiatives and strategies aimed at introducing innovative educational technologies in the field of education. Digital transformation is changing how organizations emerge, function and evolve. It also makes changes in the way it enters the market and provides services, as well as contract execution, accounting and financial management.

scholarly journals METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE

2021 ◽  
Vol 1 (1) ◽  
pp. 123-131
Author(s):  
HALYNA HENSERUK ◽  
MARTYNIUK SERHII
Keyword(s):  
Higher Education ◽  
Action Plan ◽  
Education Institution ◽  
Competence Development ◽  
Information Support ◽  
Future Teachers ◽  
Digital Competence ◽  
Digital Education ◽  
Digital Competencies ◽  
Methodological Component

The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.

scholarly journals Building digital competence in professional education

2019 ◽  
pp. 17-24
Author(s):  
I. A. Volkova ◽  
V. S. Petrova
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Professional Training ◽  
Digital Economy ◽  
Digital Competence ◽  
Wide Range ◽  
Successful Design ◽  
Digital Competencies ◽  
Educational Paradigm ◽  
Leading Enterprises

In the next seven years, the Russian economy will have to switch to digital technology and digital product. The purpose of the article is to establish general recommendations to develop and implement digital competencies. The subject of the research is the set of necessary digital competencies and their ranking. To make it easier for people to adapt to the digital economy, the authors of the article conducted a survey among the chief executives of leading enterprises in Nizhnevartovsk to predict which digital competencies need to be taken into account in professional training. In addition, the research revealed additional features that a person should possess, e.g. the information consumption culture and decisiveness. The modern Russian professional education framework is setting a new educational paradigm for students and lifelong learning. This includes fundamental changes in the professional objectives of higher education. Therefore, the training must adapt to the new contextual requirements. The article provides reflections on building a profile of digital competencies for areas of higher education training that correspond to the current context and new scenario, including those that are a cross-cutting axis for other professional competencies that become relevant in the educational domain. Our research and analysis revealed areas for the further development of digital competencies, as well as three basic principles that are crucial for the successful design and advancement of new programmes in professional education. Standardized mass education in the field of digital economy is no longer relevant. Now taxonomy defines the skills that need to be included into the digital economy through a wide range of professions. This article provides a new insight into the role of competence transition from education to the labor market. To understand today’s demand for new skills and elaborate on how it might change over the next 5-10 years, we recruited employers to identify the competencies that they consider essential.

Adapting educational programmes according to e-competence needs

2014 ◽  
Vol 11 (2) ◽  
pp. 123-145 ◽  
Author(s):  
Elissaveta Gourova ◽  
Vassil Kadrev ◽  
Anushka Stancheva ◽  
Georgi Kostadinov Petrov ◽  
Mila Dragomirova
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Information And Communication Technologies ◽  
Supply And Demand ◽  
Ict Skills ◽  
Content Type ◽  
Research And Innovation ◽  
Knowledge Based Economy ◽  
Educational Programmes ◽  
Market Needs

Purpose – The aim of the paper is to present the experience of New Bulgarian University (NBU) and the methodology followed for changing its educational programmes and developing new ones according to the labour market needs. Design/methodology/approach – Initially, the paper focuses on the need for adapting curricula for meeting the labour market demands for information and communication technologies (ICT) professional skills. It provides an overview of the ICT skills supply and demand trends in Europe. A special emphasis is made on the dialogue of leading stakeholders in Europe for developing European E-Competence Framework. After introducing the overall picture in Europe, the paper presents the environment in Bulgaria for higher education, research and innovation and the ICT skills challenges in the country. The last part of the paper is based on the project methodology and its results. First, the methodology behind the design of a new Masters programme is given, and next, the concepts for adapting NBU educational programmes according to the labour market needs are presented. Findings – Bulgarian universities seldom introduce multidisciplinary educational programmes. Generally, industry involvement in higher education is at low level, and university programmes are not linked to skills needs of future employees. Some good examples exist in the ICT university – business collaboration. Originality/value – The development of information economy depends on the existence of adequate skills for using and developing ICT. In the last decades, ICT skills supply and demand remains an evergreen issue in many European Union Member States. Bulgaria also faces the challenges of meeting industrial demands for e-competences of its workforce. The paper presents an approach which could be followed by other university teams in designing or changing their educational programmes. At the same time, it provides insight on the overall environment in the country, and the challenges which different stakeholders face in the development of the knowledge-based economy.

scholarly journals Digital competence framework for higher education students: suggesting approach derived from relevant publications to vietnamese institutions

2021 ◽  
pp. 101-111
Author(s):  
Mai Anh Thơ ◽  
Huynh Ngoc Thanh ◽  
Ngo Anh Tuan
Keyword(s):  
Higher Education ◽  
University Students ◽  
Digital Transformation ◽  
Theoretical Research ◽  
Digital Competence ◽  
Education Students ◽  
Key Competencies ◽  
Digital Competencies ◽  
Important Time ◽  
Competence Framework

Nowadays, digital competence is recognized as one of eight core key competencies for lifelong learning. University students, in the context of education digital transformation, necessarily possess digital competence to be able to study and work in today's open and global educational environment. To develop digital competencies for students, the most important, time-consuming and labor-intensive first step is to determine the conceptual definition and an appropriate digital competence framework. For countries conducting digital transformation in the later stages like Vietnam, inheriting the achievements of previous countries is the optimal and smart choice. Using theoretical research methods, this article synthesizes the concept and structure of digital competence in higher education context from relevant publications, as a basis to suggest an approach in selecting a digital competence framework that is suitable to develop digital competence for university students in Vietnam.

scholarly journals Research of the level of digital competencies of students of the University “Adriatic” Bar

2021 ◽  
Vol 111 ◽  
pp. 01008
Author(s):  
Nikola Vukčević ◽  
Nikola Abramović ◽  
Nataša Perović
Keyword(s):  
Labour Market ◽  
Teaching Practice ◽  
Action Plan ◽  
Digital Competence ◽  
Digital Education ◽  
Digital Competencies ◽  
Development Levels ◽  
Competencies Development ◽  
The University ◽  
The Eu

Latest EU guidelines for the implementation of Digital Competence Framework and adopted Action Plan for Digital Education (2021-2027) clearly identifies two basic strategic priorities - Encouraging the development of a successful digital education ecosystem and Development of digital skills and competencies for digital transformation, clearly indicate the importance of high quality, inclusive and affordable digital education in Europe. Today, European higher education main problem is the management of the digital transition. As Montenegro is one of the candidate countries for EU, we believe that this is very important and attractive research area. The paper deals with basic and advanced digital competencies development levels of students of University “Adriatic” Bar, seen as Montenegro’s and the EU’s future labour market staff. The results of empirical research shows the real level of students digital competencies in relation to the EU required level. The results shows whether the teaching practice of digital competencies development is sufficiently present at the University, certain limitations, reasons, and possibilities for further improvement. Today, digitalization directly affects the modern labour market. As a result, young people in Montenegro must have highly developed digital competencies, in order to remain competitive in the EU labour market.

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