Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Browser

Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers

Special Issue Editors
Special Issue Information
Keywords
Published Papers

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (20 October 2023) | Viewed by 33772

Share This Special Issue

Special Issue Editors

Dr. Sonia Casillas-Martín

E-Mail Website
Guest Editor

Department of Didactics, Organization and Research Methods, University of Salamanca, 37008 Salamanca, Spain
Interests: information and communication technologies; digital competence in education

Prof. Dr. Marcos Cabezas-González

E-Mail Website
Guest Editor

Department of Didactics, Organization and Research Methods, University of Salamanca, 37008 Salamanca, Spain
Interests: educational technology; digital competence

Prof. Dr. Andrea Basantes-Andrade

E-Mail Website
Guest Editor

Facultad de Educación Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador
Interests: ICT; interactive learning systems; learning technologies; educational technologies; digital competence; online learning methodology; teacher training

Prof. Dr. Miguel Naranjo-Toro

E-Mail Website
Guest Editor

Facultad de Educación Ciencia y Tecnología, Universidad Técnica del Norte, Ibarra 100105, Ecuador
Interests: higher education; ICT; education and technology; quality and ecaluation in education; cultural heritage

Special Issue Information

Dear Colleagues,

The digital competence of students and teachers is a current requisite in personal-educational contexts for the critical and safe use of Information and Communication Technologies. The European DigComp framework recommends training in five areas of digital competence, namely: information, communication, content creation, security, and problem solving. Despite good intentions to standardize a common model of digital competence in Europe, there is still a long way to go in this regard.

This line of research is being undertaken by several researchers with different approaches ranging from the diagnosis of the level of digital competence of students and teachers in different areas of teaching-learning to the creation of new frameworks or models that attempt to characterize and define the roles of the main actors in education. Research in this line of study can help in the advancement of this field of knowledge, relevant for research and analysis at the scientific, political, socio-economic, cultural, and particularly techno-pedagogical levels.

This is a topic of scientific relevance and importance, whose objective should be focused on training educational stakeholders to make a conscious, active, and participatory use of technology applied to education and that has scope and impact on teaching-learning processes.

From a socio-economic and cultural perspective, digital competence becomes a necessary tool to develop in an increasingly technological society, providing skills that enhance, transform, and generate opportunities for qualitative and quantitative growth in students and teachers for the creation of a better world. The comprehensive use and development of this competence is closely related to the possibility of opting for greater job opportunities, having a better quality of life, and even to ensure greater and better social integration.

Digital competence has become essential for humanity; it aims to build a techno-pedagogical culture and digital literacy for all, and it seeks to reduce the digital divide.

The purpose of this Special Issue is to give visibility to current and relevant scientific-technical findings with greater impact, which we combine in this monograph: the digital competence of students and teachers. The contributions can be empirical research, theoretical research, or literature reviews, as well as experiences or good practices on this topic.

Dr. Sonia Casillas-Martín
Prof. Dr. Marcos Cabezas-González
Prof. Dr. Andrea Basantes-Andrade
Prof. Dr. Miguel Naranjo-Toro
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

information and communication technologies (ICT) applied to education
digital competence in education
educational innovation

Published Papers (11 papers)

Download All Papers

Research

Jump to: Other

15 pages, 2468 KiB

Open AccessArticle

Digital Competence Development in Public Administration Higher Education

by Balázs Benjámin Budai, Sándor Csuhai and István Tózsa

Sustainability 2023, 15(16), 12462; https://doi.org/10.3390/su151612462 - 16 Aug 2023

Cited by 4 | Viewed by 1461

Abstract

Today, citizens’ digital readiness and competence are competitive factors. While users with a high level of digital competence are usually associated with intensive and conscious use by consumers, those with a lower level of competence are characterized by passive consumer use and lagging in technology. It is essential to continuously develop and monitor competence levels because digital skills, the way digital tools are used, and the effects of use are interlinked. The importance of digital competence is also evident in public administration because its presence affects the quality of public services, which has an impact on the entire population. In this social aspect, digital competence is extremely important for public administration employees. In our study, we aim to investigate the input competence level of undergraduate (BA) students in public administration, and the output competence level reached after one semester in targeted training. We analyze the values in several dimensions and draw conclusions. When measuring digital competence, we relied on the EU reference material, the Citizen Digital Competence Framework, based on digital competence areas and proficiency levels such as information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. The DigCompSat self-assessment questionnaire was used for the survey. The result of the study was an order of magnitude difference between the self-assessment and the real level of competence of the students. It can be useful for respondents to realize where they have gaps in their knowledge and competence. This is what is referred to as a ’change in attitude‘ in our study. There are factors related to gender, age, and prior training that influence the potential shifts between the segments. It was also found that the above factors applied differently in each range of competence. Concerning implementation of this research, it can be assumed that the larger amplitude movements may not necessarily be knowledge or skills, but rather ’changes in attitude’. Its practical importance might lie in the possibility to orient students. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures

Figure 1

14 pages, 287 KiB

Open AccessArticle

How Can Trust Increase Children′s Understanding of Privacy for 21st Century Learning Environment?

by Amelia Alias, Nurfaradilla Mohamad Nasri and Mohd Mahzan Awang

Sustainability 2022, 14(22), 14810; https://doi.org/10.3390/su142214810 - 10 Nov 2022

Viewed by 1063

Abstract

In the digital world, privacy is one of the most important factors in establishing and building trust. Children involvement in digital media and internet is increasing particularly in embracing the 21st century learning environment. Concerns related to the intermediated role of trust can increase children’s understanding of privacy served as a critical research area to be investigated. Therefore, this study presents the findings from interview (26 pupils) and focus group session (10 focus group sessions involving 57 pupils) with children aged 9 to 11 years in Edinburgh, Scotland, and with eight volunteering parents to investigate their perceptions of trust in the online environment. The findings have shown how trust helped children to be ready to embrace the 21st century learning environment. Trust to children helped in increasing children’s autonomy, help in understanding the parental internet mediation styles, reducing parents’ worries and increase children’s privacy awareness. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

27 pages, 1336 KiB

Open AccessArticle

An Empirical Study of Factors Influencing the Perceived Usefulness and Effectiveness of Integrating E-Learning Systems during the COVID-19 Pandemic Using SEM and ML: A Case Study in Jordan

by Evon M. Abu-Taieh, Issam AlHadid, Rami S. Alkhawaldeh, Sufian Khwaldeh, Ra’ed Masa’deh, Ala’Aldin Alrowwad and Rabah Al-Eidie

Sustainability 2022, 14(20), 13432; https://doi.org/10.3390/su142013432 - 18 Oct 2022

Cited by 3 | Viewed by 2385

Abstract

The purpose of this research paper is to identify and test the factors influencing the perceived usefulness and perceived effectiveness of adopting an e-learning system from the perspective of teachers in public and private schools as well as the United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA) in Jordan during the first wave of the COVID-19 pandemic in the academic year 2019/2020. Based on the findings and best practices, the study intends to make appropriate recommendations to decision-makers. Its significance stems from the use of scientific tools of research and investigation, and it aims to ensure the quality and effectiveness of Jordanian schools’ e-learning systems. The study’s hypotheses were verified by electronically collecting 551 questionnaires from teachers in Jordan. To test the study hypotheses, the empirical validity of the research model was set up, and the data were analyzed with SPSS version 21.0. Structural equation modeling (SEM), confirmatory factor analysis (CFA), and machine learning (ML) methods were used to test the study hypotheses and validate the properties of the instrument items. Nineteen variables and one mediating variable were studied. The study found that independent variables pertaining to technology (relative advantage, compatibility, top management support, communication technologies, competitive pressure, technology competence, information intensity, and work flexibility) and moderating variables pertaining to the teacher’s personal income and those pertaining to school (school size, education program, and work sector) had a positive effect on teachers’ perceived usefulness of adopting e-learning systems during the COVID-19 pandemic. On the other hand, independent variables pertaining to technology (complexity and collaboration technology), moderating variables pertaining to the teacher (age, education level, and gender), and moderating variables pertaining to school (educational stage, number of students) were not supported. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures

Figure 1

20 pages, 1713 KiB

Open AccessArticle

Digitalisation of Schools from the Perspective of Teachers’ Opinions and Experiences: The Frequency of ICT Use in Education, Attitudes towards New Media, and Support from Management

by Michał Szyszka, Łukasz Tomczyk and Aneta M. Kochanowicz

Sustainability 2022, 14(14), 8339; https://doi.org/10.3390/su14148339 - 07 Jul 2022

Cited by 8 | Viewed by 3117

Abstract

The digitalisation of education has become an irreversible process, and Poland is no exception. However, the issue of ICT usage in education raises many concerns and controversies, posing numerous methodological challenges at the same time. In the interpretation of our research, one of the most frequently used and validated models in empirical research—the Unified Theory of Technology Acceptance and Use (UTAUT) model—was used. The aim of the research was to show the frequency of use of popular hardware, software and websites among teachers from Poland (in the Silesia Province) and finding answers to the questions pertaining to the main determinants of digital teaching aids. The frequency of ICT use in education was juxtaposed with the attitudes towards new media in the school environment as well as with the support of managers in that area. Quantitative research was conducted on a sample of N = 258 in 2020. A questionnaire in the form of a digital diagnostic survey was used to collect data. Based on the data collected, it was noted that: (1) Teachers use virtual systems (eRegisters) and interactive whiteboards most often, while educational podcasts and software for learning foreign languages are used least often; (2) approximately 40% of teachers use ICT often or very often in their school teaching; (3) in public schools, digital teaching aids are used slightly more often than in non-public institutions; (4) teachers are consistent in their use of digital teaching aids, so the individuals experimenting with and implementing ICT at school do so regardless of the type of software and hardware; (5) active support from school head teachers strengthens the frequency of ICT use in education; and (6) in schools where the use of smartphones by students is prohibited, the frequency of ICT use in education is at a lower level. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures

Figure 1

15 pages, 301 KiB

Open AccessArticle

Differential Analysis of Teachers’ Technological Pedagogical Content Knowledge (TPACK) Abilities According to Teaching Stages and Educational Levels

by Suqi Li, Yuxuan Liu and Yu-Sheng Su

Sustainability 2022, 14(12), 7176; https://doi.org/10.3390/su14127176 - 11 Jun 2022

Cited by 13 | Viewed by 3625

Abstract

The development of educational informatization imposes new requirements on the cultivation of teachers’ digital competence, which appeals to teachers who aim to optimize their teaching by integrating appropriate Information and Communication Technology (ICT). The requirement of digital competence corresponds to the meaning of Technological Pedagogical Content Knowledge (TPACK). Therefore, the development of teachers’ TPACK abilities can also positively influence the cultivation of their digital competence. The study was to examine the level of teachers’ TPACK abilities, and whether any difference in such abilities would be found according to the different teaching stages and teachers’ educational levels. An online questionnaire was distributed to the target teachers. Data of 1342 participants were analyzed. SPSS was used to conduct the descriptive statistics, and the non-parametric Kruskal–Wallis test with the post-hoc pairwise comparisons was used to determine teachers’ TPACK ability levels and explore the differences in teachers’ TPACK according to their different teaching stages and educational levels. The results indicated that teachers’ TPACK abilities were at a generally high level. Moreover, significant differences in teachers’ TPACK abilities were found in the teaching stages and educational levels. Teachers with different teaching stages have significant differences in Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), and Technological Pedagogical Content Knowledge (TPACK). However, no difference was found between Technological Knowledge (TK) and Pedagogical Content Knowledge (PCK). In addition, the results suggested that the seven sub-dimensions of TPACK differed significantly according to teachers’ educational levels, where the higher the educational level, the better the teachers’ TPACK abilities. Therefore, teachers should effectively integrate technology and apply appropriate pedagogies according to the teaching content in different teaching stages. A planned and targeted series of ICT application training courses for teachers with lower educational levels would be helpful to improve their self-confidence in using technology to promote their teaching effectiveness. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

8 pages, 275 KiB

Open AccessCommunication

An Online Pattern Recognition-Oriented Workshop to Promote Interest among Undergraduate Students in How Mathematical Principles Could Be Applied within Veterinary Science

by Gabriel Molina-Cuasapaz, Sofía de Janon, Marco Larrea-Álvarez, Esteban Fernández-Moreira, Karen Loaiza, Miroslava Šefcová, David Ayala-Velasteguí, Karla Mena, Christian Vinueza Burgos and David Ortega-Paredes

Sustainability 2022, 14(11), 6768; https://doi.org/10.3390/su14116768 - 01 Jun 2022

Viewed by 1767

Abstract

Knowing the importance of mathematics and its relationship with veterinary medicine plays an important role for students. To promote interest in this relationship, we developed the workshop “Math in Nature” that utilizes the surrounding environment for stimulating pattern-recognition and observational skills. It consisted of four sections: A talk by a professional researcher, a question-and-answer section, a mathematical pattern identification session, and a discussion of the ideas proposed by students. The effectiveness of the program to raise interest in mathematics was evaluated using a questionnaire applied before and after the workshop. Following the course, a higher number of students agreed with the fact that biological phenomena can be explained and predicted by applying mathematics, and that it is possible to identify mathematical patterns in living beings. However, the students’ perspectives regarding the importance of mathematics in their careers, as well as their interest in deepening their mathematical knowledge, did not change. Arguably, “Math in Nature” could have exerted a positive effect on the students’ interest in mathematics. We thus recommend the application of similar workshops to improve interests and skills in relevant subjects among undergraduate students. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

14 pages, 899 KiB

Open AccessArticle

Educational Technology as a Support Tool for Students with Specific Learning Difficulties—Future Education Professionals’ Perspective

by Sonia Rodríguez-Cano, José Luis Cuesta-Gómez, Vanesa Delgado-Benito and Raquel de la Fuente-Anuncibay

Sustainability 2022, 14(10), 6177; https://doi.org/10.3390/su14106177 - 19 May 2022

Cited by 3 | Viewed by 3223

Abstract

The research presented is framed in the context of educational technology (ET), and specifically in its use as a support tool for students with specific learning difficulties (SLD). This is descriptive quantitative research, the objective of which is to know what students know about the use of educational technology, the perceived usefulness of educational applications, and the use of educational technology as support for students with specific learning difficulties. In order to answer this question, a data-collection instrument was designed that included an ad hoc questionnaire made up of three blocks to evaluate the use of ET, the perceived usefulness of educational applications, as well as ET as a support for students with SLD. The participating sample is made up of students from different teacher training degrees of the Faculty of Education of the University of Burgos (n = 130). After the descriptive analysis was carried out, the results that were obtained allowed us to conclude that ET is an excellent proposal for the classroom, and that, due to its adaptability, it can, and should, be a frequent resource for achieving educational objectives, and especially as support for students with SLD. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures

Figure 1

15 pages, 611 KiB

Open AccessArticle

Industrial Processes Online Teaching: A Good Practice for Undergraduate Engineering Students in Times of COVID-19

by Marvin Ricaurte, Paola E. Ordóñez, Carlos Navas-Cárdenas, Miguel A. Meneses, Juan P. Tafur and Alfredo Viloria

Sustainability 2022, 14(8), 4776; https://doi.org/10.3390/su14084776 - 15 Apr 2022

Cited by 9 | Viewed by 2123

Abstract

The COVID-19 pandemic required higher education institutions to change the modality of face-to-face to online learning overnight. Adaptations were needed, particularly in industrial process training in Chemical Engineering and related careers. Students could not access companies and industries for internships or industrial visits, intended to allow undergraduate students to observe the process engineers’ work in professional spaces. This paper describes a pedagogical strategy to overcome this limitation. Here, we report an approach applied in an Industrial Processes course, with students from the 8th to 10th semesters and alumni, from the undergraduate Petrochemical Engineering program at Yachay Tech University (Ecuador). In this course, the students developed group projects involving an industrial process analysis focused on economic sectors of interest in the country. The projects also included a revision of official figures and statistics on production data, consumption, and perspectives of the different markets. The execution of these projects promoted students’ active participation through technical discussions by exchanging ideas. A high level of attendance at synchronic classes reflected a high motivation. Through feedback and interviews, the students’ comments confirmed the relevance and value of the strategy applied in the course. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures

Graphical abstract

Other

Jump to: Research

20 pages, 738 KiB

Open AccessConcept Paper

Leading Edge or Bleeding Edge: Designing a Framework for the Adoption of AI Technology in an Educational Organization

by Sayed Fayaz Ahmad, Muhammad Mansoor Alam, Mohd. Khairil Rahmat, Muhammad Khalil Shahid, Mahnaz Aslam, Nur Agus Salim and Mohammed Hasan Ali Al-Abyadh

Sustainability 2023, 15(8), 6540; https://doi.org/10.3390/su15086540 - 12 Apr 2023

Cited by 3 | Viewed by 2913

Abstract

Adopting Artificial Intelligent Technology in an Educational Organization is often problematic due to many internal and external environmental reasons, and often fails to attain the desired goals. This study aims to design a framework for adopting AI technology in the education sector. Most of the research focuses on the acceptance of a particular technology and ignores the study of what else is needed for a technology acceptance. The framework in this study provides a step-by-step process of the Technological Transformation of an organization never designed before. We recommend that before making any technological changes in an organization, generally and in the educational organization particularly, the processes must be followed for the successful and meaningful adoption of AI technology. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures

Figure 1

26 pages, 1252 KiB

Open AccessSystematic Review

Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review

by Andrea Basantes-Andrade, Sonia Casillas-Martín, Marcos Cabezas-González, Miguel Naranjo-Toro and Frank Guerra-Reyes

Sustainability 2022, 14(21), 13983; https://doi.org/10.3390/su142113983 - 27 Oct 2022

Cited by 12 | Viewed by 3786

Abstract

In a society marked by continuous technological changes in favor of education, digital competence is an unavoidable feature in the professional profile of the university teaching staff. This systematic literature review aims at answering the following questions: what basic standards are established by the literature for teacher training in digital competence to strengthen their work inside and outside the classroom? What models or frameworks do they use as references? What are university professors’ training needs? What contributions have been made in this line of study and what technologies are recommended for teacher training in digital competence? Based on the four phases of the PRISMA flowchart: identification, selection, eligibility, and inclusion, the articles indexed in the Web of Science, Scopus, and Scielo databases, both in English and Spanish, and published in 2015 until the end of May 2022, were analyzed. The initial search resulted in a total of 187 potentially useful articles, 26 of which met the inclusion and quality criteria. The authors of the selected papers concur in identifying the dimensions of competence and, subsequently, in establishing the standards, direction, and focus of training. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures

Figure 1

15 pages, 1573 KiB

Open AccessSystematic Review

Digital Teaching Competence: A Systematic Review

by Francisco-Ignacio Revuelta-Domínguez, Jorge Guerra-Antequera, Alicia González-Pérez, María-Inmaculada Pedrera-Rodríguez and Alberto González-Fernández

Sustainability 2022, 14(11), 6428; https://doi.org/10.3390/su14116428 - 24 May 2022

Cited by 17 | Viewed by 4248

Abstract

This systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria. Full article

(This article belongs to the Special Issue Innovation and Advances in Digital Technology-based Educational Design: Digital Competence of Students and Teachers)

► Show Figures