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Digital competence (DC) has become a key element for future teachers in the effort to guarantee a high-quality education system that responds to the needs of the 21st century. For this reason, numerous studies have tried to evaluate the DC of university students in education degrees, although very few have focused on the differences according to th...
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This study investigates the digital competence levels of Lebanese student teachers and in-service teachers using the DigCompEdu framework. The study employs a cross-sectional descriptive survey design, analyzing data from 170 in-service teachers with varying years of experience and 399 student teachers across five academic years. Results indicate t...
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... TVET institutions that integrate digital competencies into their curricula are better positioned to address employer needs and equip students with a competitive advantage in the job market. Studies have shown that digital competencies among university students, particularly in education degrees, improves as they progress through their academic years, with online learning methods being more effective in promoting digital competency (Cepa-Rodríguez, & Murgiondo, 2024). ...
The significance of digital skills in Technical and Vocational Education and Training (TVET) is increasing as technology plays a more prominent role in businesses and employment. This scoping review aims to address a knowledge gap suggesting that digital education requires adjustments in pedagogy and evaluation, necessitating instructor training and professional development. Thematic analysis was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Themes from Scopus repositories and Google Scholar were extracted and analysed using specific keywords related to digital literacy topics. After the search, a total of n = 16 domains were initially identified and analysed comprehensively. Two themes emerged from the analysis: (1) Challenges, and (2) Strategies to overcome the digital competence challenges. The findings highlight a variety of approaches and technologies relevant to digital competency concerns. The review reveals gaps in the current literature and proposes future research directions to explore the potential and challenges associated with the benefits of training in TVET education. In conclusion, the thematic analysis provides valuable insights for educators, scholars, and policymakers to develop effective strategies for fostering digital proficiency in TVET programs. These strategies involve revising curriculum materials, enhancing instructor training, collaborating with researchers, and integrating digital competency into TVET programs.
Digital competence (DC) among education professionals is a very popular object of study in approaches oriented towards educational innovation. This study aims to analyse digital skills and relate them to sociodemographic characteristics in a sample of future teachers. Participants were 154 Teacher Training Master's Degree students. The Questionnaire for Studying the Digital Competence of Higher Education Students (CDAES) was used to measure DC. The results reveal that future teachers have a medium-low level in the different dimensions of DC. Specifically, they scored highly for basic tasks associated mainly with ‘Digital Literacy’, although shortcomings were observed in activities related to ‘Creativity and Innovation’ and ‘Critical Thinking’. The results also revealed that DC decreases as age increases, and that students coming from Social Science degrees had the lowest CD indexes, whereas those from Technology and the Natural Science had the highest scores. There is a need for DC training plans that include personalised innovative educational strategies, or in other words, strategies specifically adapted to the characteristics of different university degrees.
The present research explores a set of explanatory factors of digital citizenship in university students on a cross-national sample. The data were collected from 501 university students aged 19–23 years old, from two public universities in Romania (N = 350) and Italy (N = 151). Information was gathered from one university in each country by using an online survey form. Statistical analyses were conducted using SmartPLS 4.1.0.6. Data analyses included structural equation modelling, mediational analysis, and multigroup analysis. The study focuses on digital citizenship, civic attitudes, personal values, and digital experiences among university students. Rather than making definitive judgments, the goal of this data-driven endeavour is to provide informative insights by identifying patterns within the dataset. The article also describes the stages of data collection and how the modelling of structural equations analysis is used to evaluate the conceptual model of the proposed relationships between variables. In addition to providing information into the current situation, the data discussed in this article is a useful tool for future research and for tailored educational activities, such as digital citizenship training sessions embedded into the academic curricula.
