9th International Scientific Conference Technics and Informatics in Education – TIE 2022 (2022) стр. 32-39 

АУТОР(И): Marina Semiz, Mirjana Čutović

Download Full Pdf 

DOI: 10.46793/TIE22.032S

САЖЕТАК:

The updated Digital Competence Framework, DigComp 2.0, defines five key areas of digital competences that every citizen needs to be able to use ICT in a critical, creative and collaborative manner for business, learning, entertainment, inclusion or social participation. This paper examines digital competences of students in Serbia, and the general aim of the research is to determine how students in Serbia self-assess their digital competences, whether their self-assessment is determined by specific socio-demographic characteristics, such as: university, field of study, year of study, frequency of use of ICT devices in teaching, and everyday activities. Two research instruments were created for the purposes of this research: Questionnaire on Socio-demographic Characteristics, and Digital Competence Assessment Scale, which is based on the European Digital Competence Framework – DigComp 2.0. Students from 22 faculties (N=183) from four administrative districts in Serbia (Moravica, Zlatibor, Južna Bačka and the City of Belgrade District) participated in the research. The research determined that students assess their digital competences as highly developed, both in relation to the scale and its integral subscales, and confirmed that there are significant differences in student self-assessments with regard to independent research variables: university and frequency of use of technical devices (smartphones) in teaching and everyday activities.

КЉУЧНЕ РЕЧИ: 

self-assessment; DigComp 2.0; digital competence; higher education; lifelong learning.

ЛИТЕРАТУРА:

  • [1]OECD (2019). OECD Skills Outlook 2019:Thriving in a Digital World, OECD Publishing,Paris, https://doi.org/10.1787/df80bc12-en.
  • [2]Strategija razvoja digitalnih veština uRepublici Srbiji za period od 2020. do 2024.godine („Sl. glasnik RS“, br. 21/2020)
  • [3]García-Vandewalle García, J. M., GarcíaCarmon, M., Trujillo Torres, J. M., MoyaFernández, P. (2021). Analysis of digitalcompetence of educators (DigCompEdu) inteacher trainees: the context of Melilla, Spain.
    Technology, Knowledge and Learning, https://doi.org/10.1007/s10758-021-09546-
  • [4]Strategija razvoja obrazovanja i vaspitanja uRepublici Srbiji do 2030. godine. „Sl. glasnikRS“, br. /2020.
  • [5]Tzafilkou, K., Perifanou, M. & Economides, A.A.(2022). Development and validation ofstudents’ digital competence scale (SDiCoS).International Journal of EducationalTechnology in Higher Education, 19, 30.https://doi.org/10.1186/s41239-022-00330-0
  • [6]European Commission (2010). А DigitalAgenda for Europe (DAE). Brussels,19.05.2010, COM(2010) 245, Retrievedfromhttp://eur-lex.europa.eu/LexUriServ/LexUrierv.Do?uri=COM:2010:0245:FIN:EN:HTML
  • [7]European Union (2018). CouncilRecommendation on Key Competences forLifelong Learning (ST/9009/2018/INIT).https:// eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG
  • [8]Ferrari, A., (2012). Digital Competence inPractice: An Analysis of Frameworks, Institutefor Prospective Technological Studies,European Commission Joint Research Centre.
  • [9]UNESCO (2018). A Global Framework ofReference on Digital Literacy Skills forIndicator 4.4.2. Montreal: UNESCO Institutefor Statistics.
  • [10]Ministarstvo prosvete, naukei tehnološkograzvoja (2017). Okvir digitalnih kompetencija–Nastavnik za digitalno doba – nacrt.Republika Srbija.
  • [11]Ministarstvo prosvete, nauke i tehnološkograzvoja (2019). Okvir digitalnih kompetencija–Nastavnik za digitalno doba 2019. Beograd:Republika Srbija.
  • [12]Ilomäki, L., Kantosalo, A., & Lakkala, M.(2011). What is digital competence? In Linkedportal. Brussels: EuropeanSchoolnet.http://linked.eun.org/web/guest/in-depth3
  • [13]European Parliament and the Council (2006).Recommendation of the European Parliamentand of the Council of 18 December 2006 onkey competences for lifelong learning. OfficialJournal of the European Union, L394/310
  • [14]Cartelli, A. (2010). Frameworks for digitalcompetence assessment: Proposals,instruments, and evaluation. Paper presentedat the Informing Science & IT EducationConference (INSITE), Cassino, Italy.
  • [15]Plachkov, S. (2011). Digital Competence inthe Professional Profile of the TechnologyEducation Teacher. A Journal for InformationTechnology, Education Development andTeaching Methods of Technical and NaturalSciences, 1(1), 1-4.
  • [16]Calvani A., Fini A., & Ranieri M. (2009).Assessing Digital Competence in Secondary Education. Issues, Models and Instruments. In M. Leaning (ed.). Issues in Information and Media Literacy: Education, Practice and Pedagogy (pp. 153–172). Santa Rosa, California: Informing Science Press.
  • [17]Maderick, J. A., Zhang, S., & Hartley, K., &Marchand, G. (2015). Preservice Teachersand Self-Assessing Digital Competence.Journal of Educational Computing Research,0(0), 1–26. doi:10.1177/0735633115620432
  • [18]Tsankov, N., & Damyanov, I. (2019). TheDigital Competence of Future Teachers: Self-Assessment in the Context of TheirDevelopment. International Journal ofInteractive Mobile Technologies (iJIM),13(12), 4–18.https://doi.org/10.3991/ijim.v13i12.11068
  • [19]Vuorikari, R., Kluzer, S. & Punie, Y., (2022).DigComp 2.2: The Digital CompetenceFramework for Citizens – With new examplesof knowledge, skills and attitudes, EUR 31006EN, Publications Office of the European Union,Luxembourg. doi:10.2760/490274,JRC128415.
  • [20]Bradić-Martinović, A., Pavlovic, D., iZdravković, A. (2019). Digitalne veštinestudenata u Srbiji. XXV Skup trendovirazvoja: “Kvalitet visokog obrazovanja”,Kopaonik, 11. -14. 02. 2019, 1-4.
  • [21]Černý, M. (2021). Digital Competences ofStudents of Library Studies: Comparison of
    Research Results for 2018–2020. Education Sciences, 11(11), 729. doi:10.3390/educsci11110729
  • [22]Eger, L., Tomczyk, L., Klement, M., Pisoňová,M., & Petrová, G. (2020). How do first yearuniversity students use ICT in their leisuretime and for learning purposes? InternationalJournal of Cognitive Research in Science,Engineering and Education (IJCRSEE), 8(2),35-52.
  • [23]Hatlevik, O. E., Gudmundsdóttir, G. B., & Loi,M.(2015). Digital diversity among uppersecondary students: A multilevel analysis ofthe relationship between cultural capital, self-efficacy, strategic use of information anddigital competence. Computers & Education,81, 345–353.doi:10.1016/j.compedu.2014.10.019.
  • [24]Rothagi, A., Scherer, R., & Hatlevik, O. E.(2016). The role of ICT selfefficacy forstudents’ ICT use and their achievement in acomputer and information literacy test.Computers & Education, 102, 103–116.doi:10.1016/j. compedu.2016.08.001.
  • [25]Alkan, M., & Meinck, S. (2016). The relationship between students’ use of ICT for social communication and their computer and information literacy. Large-scale Assessments in Education, 4 (15), 2–17. doi:10.1186/s40536-016-0029-z