Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective
Abstract
:1. Introduction
2. Literature Review
3. Methodology
4. Results
Digital Competences Assessment
5. Focus Group Discussion
6. Discussion
7. Conclusions
Limitations and Recommendations for Further Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
No | Statement | F1 | F2 | F3 | F4 | F5 | F6 | F7 | F8 |
---|---|---|---|---|---|---|---|---|---|
Information literacy | |||||||||
1. | Using keywords and filters when searching for information on the Internet | 0.708 | |||||||
2. | When searching for information on the Internet, different search engines are used | 0.457 | |||||||
3. | Using tags and specific formats when searching for information on the Internet | 0.641 | |||||||
4. | Using advanced search strategies (e.g., search operators) to find reliable information on the Internet | 0.64 | |||||||
5. | Using web feeds (e.g., RSS Feeds) to receive updated content of interest | 0.68 | |||||||
6. | Awareness about new solutions for searching, storing and recovering information and ability to apply them to problems | 0.623 | |||||||
7. | When evaluating information, recognition that not all information available on the Internet is reliable | 0.75 | |||||||
8. | Comparing different sources to assess the reliability of the information found | 0.768 | |||||||
9. | Assessing the validity and reliability of the information using criteria appropriate to the specific situation | 0.718 | |||||||
10. | Identifying, organising, determining how and where to easily obtain data, information and content in a digital environment | 0.621 | |||||||
11. | Saving, organising, storing files or content (such as text, pictures, music, video, web pages) and recovering stored or stored files or content in a structured environment | 0.6 | |||||||
12. | Classifying information in a methodical way using folders to facilitate retrieval | 0.642 | |||||||
13. | Making backup copies for stored information or files | ||||||||
14. | Storing information found on the Internet in different formats | 0.455 | |||||||
15. | Using information storage clouds and document management systems (e.g., Dropbox, Google Drive, SharePoint, OneDrive) | 0.411 | |||||||
Communication and collaboration | |||||||||
1. | Contacting others via IP Voice (e.g., Skype, WhatsApp, Facebook Messenger, Zoom, Google Hangouts), e-mail or chat using basic functions | 0.679 | |||||||
2. | Transferring or sharing knowledge with others on the Internet | 0.546 | |||||||
3. | Systematically using a wide range of communication tools (e-mail, chat, text messages, blogs, microbloggers, social networks), using different functions of these tools | 0.536 | 0.496 | ||||||
4. | Sharing files and content with simple sharing tools (such as OneDrive, Google Drive, Dropbox) | 0.566 | |||||||
5. | Using collaboration tools and working with shared documents/files created by someone else | 0.471 | 0.58 | ||||||
6. | Using technologically sophisticated sharing functions (e.g., desktop sharing, application sharing, etc.) | 0.585 | |||||||
7. | Using a wide range of online services (e.g., public services, internet banking, internet shopping) | 0.653 | |||||||
8. | Developing and maintaining digital interaction tools and platforms (e.g., discussion platform, online collection of signatures, etc.) | 0.594 | 0.448 | ||||||
9. | Using online collaboration tools (social networks such as Facebook, LinkedIn, ResearchGate) for systematic collaboration | 0.645 | |||||||
10. | In day-to-day systematic cooperation, using specialised cooperation tools and additional functions (e.g., electronic calendars, project management systems, etc.) | 0.676 | |||||||
11. | Creating, managing content and organising collaboration using specialised collaboration tools | 0.619 | |||||||
12. | On-line communication complies with the communication rules set out in a specific platform | 0.513 | |||||||
13. | Adhering to generally accepted online communication rules in online communication | 0.52 | |||||||
14. | Adhering to online communication rules, taking into account audience specificities (e.g., cultural and intergenerational differences) | 0.573 | |||||||
15. | Using digital attributes and tools to create digital identity | 0.509 | |||||||
16. | Taking action to protect reputation online | 0.469 | |||||||
17. | Manipulating own data, created using digital tools, environment and technologies, by changing and refining them (e.g., deleting social network records, search engine indexed information about oneself) | ||||||||
Digital content creation | |||||||||
1. | Manging simple digital content with digital tools (e.g., text, tables, pictures, audio files) | 0.547 | 0.488 | ||||||
2. | Creating complex digital content in different formats (e.g., text, tables, pictures, audio files) | 0.538 | |||||||
3. | Using tools/editors to create Web pages or memoirs using prepared templates (e.g., WordPress) | 0.479 | |||||||
4. | Creating and/or transforming sophisticated media content in different formats and databases using different digital platforms, tools and environments | 0.535 | |||||||
5. | Editing basic content that has already been created (for example, formatting text in a Word file) | 0.465 | 0.569 | ||||||
6. | Applying basic formatting (e.g., insert footnotes, charts, tables, etc.) to other or own content | 0.451 | 0.604 | ||||||
7. | Using additional formatting functions for different tools (such as e-mail merge, merging documents in different formats, using complex formulas, macros) | 0.475 | |||||||
8. | Recognising that content may be subject to copyright when creating digital content (such as text, presentation, videos, etc.). | 0.404 | 0.571 | ||||||
9. | Referencing the primary sources of digital content and/or avoiding unauthorised use of copyrighted digital content | 0.59 | |||||||
10. | Considering copyright restrictions and/or requirements when creating digital content | 0.522 | |||||||
11. | Applying and transforming simple functions and settings for software and applications (e.g., changing the default settings) | 0.45 | |||||||
12. | Using command line interface and/or ready application code to perform tasks | 0.533 | |||||||
13. | Using programming languages (e.g., Python, Java, C #, C++, C, Swift, HTML, javascript, R, etc.) | 0.512 | |||||||
Safety | |||||||||
1. | Employing basic device protection measures with the assistance of IT specialists (e.g., antivirus and password usage). | ||||||||
2. | Mitigating high-risk digital activities (e.g., downloading files from untrusted websites, opening suspicious email attachments, using strong passwords, etc.) | 0.478 | |||||||
3. | Installing security programs for devices used to access the Internet (e.g., antivirus, firewall), regularly updating them | 0.417 | 0.432 | ||||||
4. | Using different passwords to access equipment, devices and digital services, periodically changing them, creating complex passwords | ||||||||
5. | Frequently checking security configurations and systems for devices and/or applications that use, configure, or change firewall and security settings for their digital devices | 0.421 | 0.533 | ||||||
6. | Restoring the operation of the device without any other assistance if it has been infected with a virus | 0.643 | |||||||
7. | Identifying unreliable information on the Internet | 0.456 | 0.499 | ||||||
8. | Taking precautionary measures to protect private information | 0.514 | 0.423 | 0.405 | |||||
9. | Systematically, critically building digital identity on the Internet and regularly tracking the digital footprint | 0.418 | 0.527 | ||||||
10. | Encrypting e-mails or files, using digital solutions to protect personal data and identity | 0.44 | 0.518 | ||||||
11. | Avoiding prolonged use of digital technologies, considering potential negative health effects | 0.686 | |||||||
12. | Taking actions to mitigate the health risks associated with digital technology (e.g., blue light filters, ergonomic solutions, etc.) | 0.557 | |||||||
13. | Identifying which websites or e-mail messages could be used for fraudulent purposes, applying filters to spam | 0.424 | |||||||
14. | Balancing the use of digital technologies with other working and life activities | 0.679 | |||||||
15. | Taking basic steps to save energy (for example, turns off computer) | 0.644 | |||||||
16. | Taking systematic action to maximise the positive and minimise the negative impact of technologies on the environment (e.g., avoiding paper printing, using energy saving modes, choosing devices with less electricity consumption, etc.) | 0.677 | |||||||
17. | Choosing digital technologies, taking into account the wider context of their environmental impact (ecological footprint in the production process, the reputation of the manufacturer in the field of environmental protection, sustainability of the materials used, etc.) | 0.646 | |||||||
Problemsolving | |||||||||
1. | Solving simple, casual technical problems (e.g., closing a program, restarting a computer, checking the internet connection) | 0.643 | 0.427 | ||||||
2. | Solving most common problems with digital technologies by exploring settings and program or tool options | 0.482 | 0.573 | ||||||
3. | Solving almost all of the challenges of using digital technologies and helping others | 0.623 | 0.451 | ||||||
4. | Choosing a digital tool according to specific needs and assessing its effectiveness | 0.656 | |||||||
5. | Helping others choose the appropriate digital tool, device, application, software, or service to solve problems | 0.67 | |||||||
6. | Finding support and help when having trouble using a new device or program | 0.452 | 0.542 | ||||||
7. | Using digital technologies to solve technical and non-technical problems | 0.666 | |||||||
8. | Following technological developments and testing new tools | 0.57 | |||||||
9. | Developing digital skills when external demand arises | 0.428 | 0.535 | ||||||
10. | Being aware of the incompleteness of their skills and working on skills development | 0.447 | 0.514 | ||||||
11. | Evaluating the potential future demand for digital competences, regularly and continually embracing new digital competences | 0.546 |
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Sub-Competence | Cronbach’s Alpha | Items |
---|---|---|
Information literacy | 0.896 | 15 |
Communication and collaboration | 0.931 | 17 |
Digital content creation | 0.897 | 13 |
Safety | 0.921 | 17 |
Problemsolving | 0.924 | 11 |
Sub-Competence | Mean | Median | St. Deviation | Variance |
---|---|---|---|---|
Information literacy | 5.48 | 5.67 | 0.95 | 0.90 |
Communication and collaboration | 5.65 | 5.65 | 0.89 | 0.79 |
Digital content creation | 5.18 | 5.23 | 1.12 | 1.25 |
Safety | 5.09 | 5.00 | 1.03 | 1.06 |
Problemsolving | 5.62 | 5.69 | 0.90 | 0.81 |
Sub-Competence | Mean | Median | St. Deviation | Variance |
---|---|---|---|---|
Information literacy | 5.40 | 5.53 | 0.98 | 0.96 |
Communication and collaboration | 5.34 | 5.59 | 1.15 | 1.32 |
Digital content creation | 4.94 | 5.04 | 1.16 | 1.35 |
Safety | 4.86 | 4.82 | 1.12 | 1.25 |
Problemsolving | 5.49 | 5.64 | 1.12 | 1.25 |
Digital Sub-Competence | Group | N | Mean Rank | Sum of Ranks | U | Z | P |
---|---|---|---|---|---|---|---|
Information literacy | Students from other study fields | 124 | 100.55 | 12,468 | 4718 | −0.588 | 0.556 |
Education sciences students | 80 | 105.53 | 8442 | ||||
Communication and collaboration | Students from other study fields | 124 | 97.35 | 12,072 | 4322 | −1.55 | 0.121 |
Education sciences students | 80 | 110.48 | 8838 | ||||
Digital content creation | Students from other study fields | 124 | 97.67 | 12,111.5 | 4361.5 | −1.454 | 0.146 |
Education sciences students | 80 | 109.98 | 8798.5 | ||||
Safety | Students from other study fields | 124 | 98.48 | 12,211.5 | 4461.5 | −1.211 | 0.226 |
Education sciences students | 80 | 108.73 | 8698.5 | ||||
Problemsolving | Students from other study fields | 124 | 101.11 | 12,538 | 4788 | −0.418 | 0.676 |
Education sciences students | 80 | 104.65 | 8372 |
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Sarva, E.; Lāma, G.; Oļesika, A.; Daniela, L.; Rubene, Z. Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective. Sustainability 2023, 15, 9895. https://doi.org/10.3390/su15139895
Sarva E, Lāma G, Oļesika A, Daniela L, Rubene Z. Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective. Sustainability. 2023; 15(13):9895. https://doi.org/10.3390/su15139895
Chicago/Turabian StyleSarva, Edīte, Gatis Lāma, Alise Oļesika, Linda Daniela, and Zanda Rubene. 2023. "Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective" Sustainability 15, no. 13: 9895. https://doi.org/10.3390/su15139895
APA StyleSarva, E., Lāma, G., Oļesika, A., Daniela, L., & Rubene, Z. (2023). Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective. Sustainability, 15(13), 9895. https://doi.org/10.3390/su15139895