The article discusses the topical issue of a model of digital competencies for a future teacher. The analysis of the composition and structure of the most relevant models of digital competencies of a ...citizen and a modern teacher is carried out. In addition, the article reveals approaches to the formation of the content of digital competence, and provides the results of an empirical study, which consists in analyzing the results of a survey of practicing teachers and teacher-training students in order to identify the most demanded digital competencies of a future teacher. The article substantiates the authors’ content of the competence of a future teacher, a university student. The purpose of this article is to develop a theoretical model of digital competence of a future teacher, taking into account the dynamic technologisation of the modern world and the peculiarities of Russian education, based on an analysis of approaches to determining the content of its digital competencies. According to the analysis of studies, the issue of teachers’ digital competence is not sufficiently disclosed. Numerous studies on digital competencies of a person, teacher, etc. do not fully solve the problem of assessing the digital competence of future teachers.
The COVID-19 pandemic caused by the SARS-CoV-2 virus challenged our everyday life and habits developed in our work and living environment. The highly contagious disease has led the whole world to ...unprecedented business, humanitarian and human challenges. But, as always, any risk can be recognized as a new opportunity. Thus, people around the world have redefined their understanding of health and well-being. However, it is important to recognize that people across the world and in different industries will continue to take advantage of this large-scale experiment caused by the pandemic and may choose to rethink established concepts, habits, and policies. This paper aims to explore students’ Covid-19 digital health literacy (HL) at the Faculty of Mathematics and Informatics, Sofia University "St. Kliment Ohridski". A standardized questionnaire and scale were used, which aims in providing the ability to compare the results with other students from other countries, and specialties. The results so far show students reported high levels of digital HL, and an ability to use various sources of information. Our students have strong skills in searching for information; use reasonable criteria to perceive the information, but face some issues when sharing information on social media. The collected results can be used as an instrument to evaluate the current state and propose steps for the future improvement of lifelong learning priorities, both for students and the general public.
In today's organisations and politics, there is a growing awareness of the gap between existing and needed digital competencies of the workforce to master the challenges of the digitalised future at ...work. Nevertheless, no comprehensive framework or definition of digital competencies at work has been proposed so far. Our aim is to offer a holistic view and broaden the scope of the concept of digital competencies, thereby focussing on applications at work. We combine diverse methods to integrate different perspectives on digital competencies. By conducting an extensive literature review about definitions and frameworks of digital competencies that might be applicable at work, we provide an overview of the current state of the art in research on digital competencies. Additionally, eleven half-structured interviews based on the critical incidents technique (CIT) were conducted to gain insights into the perspectives of professionals with expertise in digitalisation processes and digital competencies. Subsequently, researchers with different educational backgrounds clustered the results from both approaches and agreed on twenty-five dimensions that constitute digital competencies for white-collar workers with office jobs, encompassing a large variety of knowledge, skills, and abilities. The results of this research indicate that even though there is overlapping content, each perspective adds unique content to the concept of digital competencies at work. By creating a coherent and detailed framework and a definition, our research enhances the applicability of professional learning and development of digital competencies at work.
•Integrate perspectives from science and practice on digital competencies at work.•Combine findings from extensive literature review and semi-structured interviews.•Postulate a definition of digital competencies at work to foster understanding.•Propose comprehensive framework with 25 dimensions of digital competencies at work.
The increased presence of digital technologies in the workplace has encouraged the workforce to acquire new competencies to face the challenges of the Fourth Industrial Revolution. The existing ...literature addresses the positive and negative effects of digital technologies on organizational outcomes. In addition, the relationship between digital competencies and job performance has been previously discussed. However, the impact of psychological variables as potential mediators of this relationship has been less studied. To fill this gap in the literature, this study analyzed the mediating role of psychological empowerment. The data were collected from 357 professionals. Using structural equation modeling, it was found that digital competencies increased job performance and enhanced employees' psychological empowerment, while psychological empowerment positively impacted job performance. Moreover, the results showed that psychological empowerment partially mediated the relationship between digital competencies and job performance. The study's findings highlight the importance of digital competencies in achieving organizational goals.
•Psychological empowerment mediates digital competencies and job performance.•Digital competencies improve psychological empowerment and job performance.•Psychological empowerment enhances job performance.•Psychological empowerment contributes to address the paradoxes of digital work.
The volume presents research that emerges from the 9th International Adult Education Academy (2022), which brings together researchers, students and practitioners from around the world to share ...perspectives comparatively. More than 80 participants from almost 20 different countries have exchanged, compared and expanded their individual knowledge and experience on adult learning and education. This volume consisting of eight contributions (including one fundamental article beforehand) assumes that globalisation affects national, regional and local levels of adult learning and education. Transformational relations are observed and analysed through the lens of participation, sustainability and digitalisation. All contributions apply an international comparative research approach to empirically investigate these areas with their upcoming needs. This approach takes place under consideration of comparison as a research method which not only grounds on a long tradition and relies on a set of rules and techniques, but also on an inner attitude and sensitivity with which we look at the world and its global needs while trying to understand.
Due to the embeddedness of digital technologies in mathematics education of today, we often see examples of students simultaneously using their mathematical competencies and digital competencies. In ...relevant literature, however, these are not seen as a connected whole. Based on reviewing existing competency frameworks, both mathematical and digital, and by exploring an empirical example, this article addresses the question of how to think about and understand a combined "mathematical digital competency" (MDC). In doing so, the article relies on the two theoretical frameworks of the instrumental approach and conceptual fields to "bridge" the mathematical and digital competency descriptions.
The path toward founding a venture is changing. In fact, future-oriented competencies are key in entrepreneurial aspirations. In an increasingly digital society, the intention to become an ...entrepreneur is strongly influenced by individual digital competencies. In our study, we explore whether and how digital competencies unfold into entrepreneurial intention. Using a diverse, time-lagged dataset of participants of a massive open online course (MOOC), we test for an effect of digital competencies on entrepreneurial intention, dually mediated by individual entrepreneurial orientation and self-efficacy. Our results empirically confirm the often assumed positive influence of digital competencies on entrepreneurial intention, and surprisingly, reveal that this relationship only manifests in mediation. We discuss our findings paying specific attention to research on the entrepreneurial mindset, education, and the role of digital technologies in entrepreneurship. For entrepreneurship practice, our insights imply that educators and aspiring entrepreneurs are well-advised to develop entrepreneurial and digital proclivity in concert.
In the context of the Fourth Industrial Revolution, the economy is in need of professionals with completely new competencies. So, the ability to make decisions based on big data, act in a situation ...of uncertainty, analyze and critically comprehend incoming information, etc. comes first. A modern employee is required to assimilate a new way of thinking, ethics and attitudes, the formation and development of digital culture and digital literacy. The training of such specialists becomes the most important task of education.
However, the analysis of modern research shows that teachers themselves also need tools that would allow them to effectively perform their professional duties in the new economic reality. Based on the review of the requirements and the main groups of risks caused by the digital transformation of education, we conclude that the presence of a well-developed standardized model of digital competencies of teachers can become a reliable support for teachers and teachers. Also, the introduction of such a model in the educational programs of universities and professional development programs will bring the professional training of teachers in line with the requirements of digital transformation.
Digitization is an influential megatrend that is quickly and comprehensively transforming economic spaces worldwide. Its disruptive power has not yet been fully developed but, despite a lack of ...topical empirical or theoretical research, it nevertheless seems clear that it will significantly affect the economic order within and between economic spaces and places. Currently, digitization is high on the policy agenda in many countries. Several related programs and initiatives combine expansion and improvement of digital infrastructure with efforts to reduce spatial economic inequality and to facilitate a general catch‐up process for lagging (often rural) regions. However, the idea that digitization can reduce spatial inequality remains highly controversial. This study aims to focus on the economic geography implications of digitization and to enrich the existing literature in two ways. First, the study overviews the state of research on the spatial consequences of digitization. Deploying a comprehensive literature review, this section discusses the primary theoretical and empirical results from two contradictory narratives on the ability of digitization to reinforce the death of distance and thus reduce spatial inequality. Second, we develop a research agenda concerning select fields of research that could appropriately be addressed in the future by economic geographers. These fields include spatial economic digitization effects, digital competencies, entrepreneurial activities, and innovation activities in both urban and rural regions. Closing the research gaps would contribute to the development of much‐needed policy measures.
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