The Impact of Digitalization of Education on the Development of Key Teacher Competencies
Keywords:
Educación, patrimonio digital, tecnología de la comunicación, creatividad, pensamiento crítico
Abstract
The aim of the study is to identify the relationship between the digital competence of a higher school teacher and creativity, critical thinking, communicative, subject methodical, and communicative competence. The main research methods included testing to identify the level of digital competence, creativity, and critical thinking, as well as the interview to determine the level of subject methodological competence. The results of the study indicate that the medium level of the teacher competencies dominates. The level of teachers’ digital, subject methodological, communicative competencies, creativity, and critical thinking decrease in persons with 16-25 years of work experience. Digitalization of education most significantly affects the development of communicative and subject methodological competence. The relationship between digitalization and professional competencies is more significant among teachers with 1-15 years of work experience. The obtained results can be used to improve existing educational programmes for teacher training. The prospects for further research include the creation and verification of programmes of formative experiments aimed at clarifying the causal relationship between the digitalization of education and the development of the professional competence of higher school teachers.
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References
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Basantes, A., Cabezas, M., & Casillas, S. (2020). Digital competences relationship between gender and generation of university professors. International Journal on Advanced Science Engineering Information Technology, 10(1), 205-211.
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19, 8. https://doi.org/10.1186/s41239-021-00312-8
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Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawachi-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(48), 1-20. https://doi.org/10.1186/s41239-018-0130-1
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European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union, 189, 1-13.
Gogus, A., & Saygin, Y. (2019) Privacy perception and information technology utilization of high school students. Heliyon, 5(5), E01614. https://doi.org/10.1016/j.heliyon.2019.e01614
Gupta, S. L., Kishor, N., Mishra, N., Mathur, S., & Gupta, U. (eds.). (2022). Transforming Higher Education Through Digitalization. Insights, Tools, and Techniques. CRC Press. https://doi.org/10.1201/9781003132097
Haleem, A., Javaid, M., Asim Qadri, M., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hołowińska, K., Sobińska, M., Butryn, B., & Martini, L. (2022). Digitalization impact on higher education 3 potential and risks. In: M. Ganzha, L. Maciaszek, M. Paprzycki, D. Ślęzak (eds), Position Papers of the 17th Conference on Computer Science and Intelligence Systems. ACSIS, 31, 107- 112. https://doi.org/10.15439/2022F284
Ismail, A. A., & Hassan, R. (2019). Technical Competencies in Digital Technology towards Industrial Revolution 4.0. Journal of Technical Education and Training, 11(3), 55-62. https://doi.org/10.30880/jtet.2019.11.03.008
Jung, J. (2020). The fourth industrial revolution, knowledge production and higher education in South Korea. Journal of Higher Education Policy and Management, 42(2), 134-156. https://doi.org/10.1080/1360080x.2019.1660047
Khoruzha, L., Bratko, M., Kotenko, O., Melnychenko, O., & Proshkin, B. (2018). Competences of higher school teachers in the era of changes: diagnostics and analytics (according to the results of research at the Borys Grinchenko Kyiv University). Borys Grinchenko Kyiv University. https://elibrary.kubg.edu.ua/id/eprint/25384/1/V.Proshkin_ KVVSDZ_FITU.pdf
Lange, C., & Costley, J. (2019). The negative impact of media diversity on self-regulated learning strategies and cognitive load. Issues in Educational Research, 29(1), 158-179. https://www.researchgate.net/publication/330997762
Lutsenko, E. L. (2014). Adaptation of L. Starkey's Critical Thinking Test. Bulletin of V. N. Karazin Kharkiv National University. Series: Psychology, 1110(55), 65-70. http://nbuv.gov.ua/UJRN/VKhIPC_2014_1110_55_14
Masych, S. Yu. (2014). System of competences of a teacher of a higher educational institution.
Pedagogy and psychology, 45, 135-143. http://nbuv.gov.ua/UJRN/znpkhnpu_ped_2014_45_16
Nikou, S., & Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education and Information Technologies, 26, 3893-3915. https://doi.org/10.1007/s10639-021-10451-0
Penprase, B. E. (2018). The Fourth Industrial Revolution and Higher Education. In: Gleason,
N. W. (Ed.), Higher education in the era of the fourth industrial revolution (pp. 978-981). Palgrave Macmillan Singapore. https://doi.org/10.1007/978-981-13-0194-0
Prybylova, V. M. (2017). Problems and advantages of distance learning in higher educational institutions of Ukraine. Problems of modern education, 4, 27-36. https://periodicals.karazin.ua/issuesedu/article/view/8791
Qureshi, M. I., Khan, N., Raza, Imran, A., & Ismail, F. (2021). Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review. International Journal of Interactive Mobile Technologies (iJIM), 15(04), 31-47. https://doi.org/10.3991/ijim.v15i04.20291.
Sales, D., Cuevas-Cerveró, A., & Gómez-Hernández, J. A. (2020). Perspectives on the information and digital competence of social sciences students and faculty before and during lockdown due to Covid-19. Profesional De La Información, 29(4), e290423. https://doi.org/10.3145/epi.2020.jul.23
Tejada Fernández, J., & Pozos Pérez, K. V. (2018). New scenarios and digital teaching skills: Towards teacher professionalization with ICT. Profesorado, Revista De Currículum Y Formación Del Profesorado, 22(1), 25-51. https://doi.org/10.30827/profesorado.v22i1.9917
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. https://www.learntechlib.org/primary/p/215995/.
Zain, S. (2021). Digital transformation trends in education. In: Future Directions in Digital Information (pp. 223-234). Elsevier. https://doi.org/10.1016/B978-0-12-822144-0.00036-7
Akour, M., & Alenezi, M. (2022). Higher Education Future in the Era of Digital Transformation. Education Sciences, 12(11), 784. https://doi.org/10.3390/educsci12110784
Albrahim, F. A. (2020). Online Teaching Skills and Competencies. Turkish Online Journal of Educational Technology - TOJET, 19(1), 9-20. https://files.eric.ed.gov/fulltext/EJ1239983.pdf
Andrushchenko, N., Kobal, V., Demchenko, Yu., & Honcharuk, V. (2023). Digitalization of education as a way of professional development of future scientific and pedagogical workers in higher education. Academic Visions, 16. https://doi.org/10.5281/zenodo.7614955
Arısoy, B. (2022). Digitalization in education. Cypriot Journal of Educational Science, 17(5), 1799-1811. http://dx.doi.org/10.18844/cjes.v17i5.6982
Armila, P., Sivenius, A., Stanković, B., & Juutilainen, L. (2022). Digitalization of Education: Commodification Hidden in Terms of Empowerment?. Postdigital Science and Education. https://doi.org/10.1007/s42438-022-00347-8
Bao, W. (2020). COVID ‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191
Basantes, A., Cabezas, M., & Casillas, S. (2020). Digital competences relationship between gender and generation of university professors. International Journal on Advanced Science Engineering Information Technology, 10(1), 205-211.
Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L.-A., & Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19, 8. https://doi.org/10.1186/s41239-021-00312-8
Blayone, T., Mykhailenko, O., Van Oostveen, R., Grebeshkov, O., Hrebeshkova, O., & Vostryakov, O. (2017). Surveying digital competencies of university students and professors in Ukraine for fully online collaborative learning. Technology, Pedagogy and Education, 27(3), 279- 296. https://doi.org/10.1080/1475939X.2017.1391871
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawachi-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(48), 1-20. https://doi.org/10.1186/s41239-018-0130-1
Bygstad, В., Øvrelid, Е., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers & Education, 182, 104463. https://doi.org/10.1016/j.compedu.2022.104463
Cabero-Almenara, J., & Palacios-Rodríguez, A. (2020). Digital Competence Framework for Educators «DigCompEdu». Translation and adaptation of «DigCompEdu Check-In» questionnaire. EDMETIC, Revista de Educación Mediática y TIC, 9(1), 213-234. https://doi.org/10.21071/edmetic.v9i1.12462
Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of Technology on Student Learning. Turkish Online Journal of Educational Technology - TOJET, 20(1), 105-113. https://files.eric.ed.gov/fulltext/EJ1290791.pdf
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Durakbasa, N., Bas, G., & Bauer, J. (2018). Implementing Education Vision in the Context of Industry 4.0. IOP Conference Series: Materials Science and Engineering, 448. XXIII International Conference on Manufacturing (Manufacturing 2018) 7–8 June 2018, Kecskemét, Hungary. https://doi.org/10.1088/1757-899x/448/1/012045
Eglash, R., Lachney, M., Babbitt, W., Bennett, A., Reinhardt, M., & Davis, J. (2020). Decolonizing education with Anishinaabe arcs: generative STEM as a path to indigenous futurity. Educational Technology Research and Development, 68, 1569-1593. https://doi.org/10.1007/s11423-019-09728-6
European Union. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. Official Journal of the European Union, 189, 1-13.
Gogus, A., & Saygin, Y. (2019) Privacy perception and information technology utilization of high school students. Heliyon, 5(5), E01614. https://doi.org/10.1016/j.heliyon.2019.e01614
Gupta, S. L., Kishor, N., Mishra, N., Mathur, S., & Gupta, U. (eds.). (2022). Transforming Higher Education Through Digitalization. Insights, Tools, and Techniques. CRC Press. https://doi.org/10.1201/9781003132097
Haleem, A., Javaid, M., Asim Qadri, M., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hołowińska, K., Sobińska, M., Butryn, B., & Martini, L. (2022). Digitalization impact on higher education 3 potential and risks. In: M. Ganzha, L. Maciaszek, M. Paprzycki, D. Ślęzak (eds), Position Papers of the 17th Conference on Computer Science and Intelligence Systems. ACSIS, 31, 107- 112. https://doi.org/10.15439/2022F284
Ismail, A. A., & Hassan, R. (2019). Technical Competencies in Digital Technology towards Industrial Revolution 4.0. Journal of Technical Education and Training, 11(3), 55-62. https://doi.org/10.30880/jtet.2019.11.03.008
Jung, J. (2020). The fourth industrial revolution, knowledge production and higher education in South Korea. Journal of Higher Education Policy and Management, 42(2), 134-156. https://doi.org/10.1080/1360080x.2019.1660047
Khoruzha, L., Bratko, M., Kotenko, O., Melnychenko, O., & Proshkin, B. (2018). Competences of higher school teachers in the era of changes: diagnostics and analytics (according to the results of research at the Borys Grinchenko Kyiv University). Borys Grinchenko Kyiv University. https://elibrary.kubg.edu.ua/id/eprint/25384/1/V.Proshkin_ KVVSDZ_FITU.pdf
Lange, C., & Costley, J. (2019). The negative impact of media diversity on self-regulated learning strategies and cognitive load. Issues in Educational Research, 29(1), 158-179. https://www.researchgate.net/publication/330997762
Lutsenko, E. L. (2014). Adaptation of L. Starkey's Critical Thinking Test. Bulletin of V. N. Karazin Kharkiv National University. Series: Psychology, 1110(55), 65-70. http://nbuv.gov.ua/UJRN/VKhIPC_2014_1110_55_14
Masych, S. Yu. (2014). System of competences of a teacher of a higher educational institution.
Pedagogy and psychology, 45, 135-143. http://nbuv.gov.ua/UJRN/znpkhnpu_ped_2014_45_16
Nikou, S., & Aavakare, M. (2021). An assessment of the interplay between literacy and digital Technology in Higher Education. Education and Information Technologies, 26, 3893-3915. https://doi.org/10.1007/s10639-021-10451-0
Penprase, B. E. (2018). The Fourth Industrial Revolution and Higher Education. In: Gleason,
N. W. (Ed.), Higher education in the era of the fourth industrial revolution (pp. 978-981). Palgrave Macmillan Singapore. https://doi.org/10.1007/978-981-13-0194-0
Prybylova, V. M. (2017). Problems and advantages of distance learning in higher educational institutions of Ukraine. Problems of modern education, 4, 27-36. https://periodicals.karazin.ua/issuesedu/article/view/8791
Qureshi, M. I., Khan, N., Raza, Imran, A., & Ismail, F. (2021). Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review. International Journal of Interactive Mobile Technologies (iJIM), 15(04), 31-47. https://doi.org/10.3991/ijim.v15i04.20291.
Sales, D., Cuevas-Cerveró, A., & Gómez-Hernández, J. A. (2020). Perspectives on the information and digital competence of social sciences students and faculty before and during lockdown due to Covid-19. Profesional De La Información, 29(4), e290423. https://doi.org/10.3145/epi.2020.jul.23
Tejada Fernández, J., & Pozos Pérez, K. V. (2018). New scenarios and digital teaching skills: Towards teacher professionalization with ICT. Profesorado, Revista De Currículum Y Formación Del Profesorado, 22(1), 25-51. https://doi.org/10.30827/profesorado.v22i1.9917
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199. https://www.learntechlib.org/primary/p/215995/.
Zain, S. (2021). Digital transformation trends in education. In: Future Directions in Digital Information (pp. 223-234). Elsevier. https://doi.org/10.1016/B978-0-12-822144-0.00036-7
Published
2023-08-29
How to Cite
Dyka, N., Tretiak, O., Horobets, S., Yakunin, Y., Shopina, M., & Tsybulska, S. (2023). The Impact of Digitalization of Education on the Development of Key Teacher Competencies. Journal of the University of Zulia , 14(41), 187-205. https://doi.org/10.46925//rdluz.41.10
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Papers
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