Query: "digital competencies" AND students

title: Approaches to the development of digital competencies of law students

title: Confirmatory factor analysis of the essential digital competencies for undergraduate students in Thai higher education institutions
abstract: The purpose of this descriptive study was to apply 2nd order confirmatory factor analysis (CFA) and structural relationship models to identify the digital competency components essential to undergraduate students in Thai higher education institutions. The sample comprised 1,126 specialists in Information Technology, Computer Technology, Computer Education, Computer Science, and Computer Engineering working in public higher education instructions throughout the country. The selection was the result of multi stage random sampling from 76 public higher education instructions that offer undergraduate education. The instrument was a questionnaire form on essential digital competency components for undergraduate students in higher education institutions. The question items employed a 7 point Likert scale and showed Cronbach's alpha values for the content validity and reliability at a range of.93 .97 per domain and .87 .99 per component. The data were analyzed using descriptive statistics for general data and 2nd Order CFA analysis. The findings revealed that from 24 observed variables, there were 7 competency components. 1) Fundamental of digital 2) Accessing digital information; 3) Using digital information; 4) Creating digital information and media; 5) Communicating digital information; 6) Managing digital information; and 7) Evaluating digital information. The discovery from this study was substantially constructive for Thai higher education institutions as it could be used to design an essential digital competency framework of the 21st century.

title: INTERDISCIPLINARY PROJECTS TO PROMOTE GIFTED PRIMARY STUDENTS AND THEIR DIGITAL COMPETENCIES

title: Statistical study of students' digital competencies
abstract: Currently, there is a tendency of rapid development of information and communication technologies and their implementation into the sountry`s economy and life of the society. The purpose of this article was to study the digital competencies of students at different levels of education, as well as their comparison with digital competencies of employed in the economy. The article considers the projects and strategies developed and implemented by the European Union and the Russian Federation in order to reform the educational environment and scale up the implementation of digital technologies. The objectives of the information society development Strategy in the Russian Federation for 2017 2030 and the Federal project "Digital educational environment" have been characterized. The advantages of education with the use of digital technologies over classical education have been adduced. The analysis of the results of a sample survey of the population on the use of information technologies and information and communication networks, as well as a sample survey of the labor force has been made. Special attention has been paid to the study of students skills in working with applied software, which allowed us to identify the most and least popular programs. The ability of students to work with digital equipment has been analyzed. The communication skills of students in the digital environment have been analyzed in detail. All digital competencies have been considered among students of both higher and secondary vocational education. This circumstance have allowed us to reveal the differences between these categories in the context of their participation in the digital economy. A comparative analysis of digital competencies of students of secondary vocational and higher education programs and employed in the economy of the Russian Federation, as well as a comparative analysis of digital competencies of students of our country and the European Union has been made.

title: DEVELOPMENT OF DIGITAL COMPETENCIES FOR PROFESSIONAL PERFORMANCE IN UNIVERSITY STUDENTS

title: Assessment Of Digital Competencies Of Undergraduate Students Of Early Childhood Education Grade

title: Nursing Students Digital Competencies for the Self management of Patients: Development of the DigiNurse Model's Interface
abstract: While the need for self management support is increasing in the current aging European society, digital skills and competences in supporting self management is not commonly a part of the nursing curriculum. In order to respond to this societal challenge, the Digital Nursing Model (DigiNurse) will be developed by an international consortium, offering a structured concept to be incorporated in the nursing curriculum. This project was financially supported through the Erasmus+ program, through the Key Action "Cooperation for Innovation and the Exchange of Good Practices" The final goal is to develop a digital interface to be used by nursing students in the follow up of patients with chronic diseases, guided by the key principles of the DigiNurse Model.  To reflect on the different theoretical contributions that supports the creation of digital interfaces to develop digital skills/competences in nursing students and professionals.  The development of digital skills in nursing students is important for the follow up of patients with chronic diseases. So, the analysis of different models will support the development of DigiNurse Model, whose implementation in educational and pedagogical models in nursing curricula can contribute to significant improvements in health care of patients with chronic illness.

title: Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning
abstract: Collaborative constructivist online learning appears well aligned with Ukraine's post revolutionary aspirations for globalised and transformed higher education. This study explores digital competencies of students and professors at Kyiv National Economic University, Ukraine, to probe readiness for fully online collaborative learning. The General Technology Competency and Use profile tool was completed by 244 participants to measure digital experience and confidence across four categories of human computer activity. To assess readiness, reported levels of competencies were related to the three dimensions of successful collaborative learning described by the Community of Inquiry model. Despite some key differences between students and teachers, general findings include moderate to low levels of self reported technical, social and informational competency, accompanied by consistently low levels of epistemological competency. These findings suggest that neither students nor teachers are adequately prepared for achieving high levels of social, cognitive and teaching presence in a fully online learning environment. It is recommended that digital competency development become an educational priority.

title: The Potential of Making for Enhancement of Digital Competencies in Higher Education: On the way to a concept development
abstract: An increasing interaction between man and machine in all areas of society leads to not only new job profiles but also initiates a discussion about the needed digital competencies in the future. The European Commission's Joint Research Centre has developed an initial framework to describe the needed competencies such as problem solving ability, capacity of teamwork and programming skills  It is expected that the transfer of technical, occupation oriented and personality building competencies alongside subject related knowledge will become increasingly important in higher education  In order to avoid inequalities among students those with and without so called digital competencies new teaching methods are needed. In this regard, the following poster creates a new link between the DigComp 2.1 framework for citizens and making in higher education based on a literature review.

title: Training the modern translator the acquisition of digital competencies through blended learning
abstract: This paper presents the ERASMUS+ DigiLing project, which aims to teach and improve linguists' and translators' skills and knowledge of digitalisation to prepare them for today's job market. Against this background, it discusses the development of digital competencies and distinguishes them from traditional domain specific and general competencies. For the purpose of competence acquisition, six online courses have been created which all revolve around the field of 'digital linguistics' including localization in the digital age and post editing machine translation. We provide an overview of the project, the course contents and the didactic methodology. In addition, we discuss which competencies and skills will be essential for translators who have just graduated and whether, how and to what extent these can be integrated into translator education curricula. Finally, the paper demonstrates how the DigiLing courses can be used to train trainers of translation students so that the former can remain up to date with respect to the job profiles of translators today and going forward.