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Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective

Author

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  • Edīte Sarva

    (Faculty of Pedagogy, Psychology and Art, University of Latvia, 1586 Rīga, Latvia)

  • Gatis Lāma

    (Faculty of Pedagogy, Psychology and Art, University of Latvia, 1586 Rīga, Latvia)

  • Alise Oļesika

    (Faculty of Pedagogy, Psychology and Art, University of Latvia, 1586 Rīga, Latvia)

  • Linda Daniela

    (Faculty of Pedagogy, Psychology and Art, University of Latvia, 1586 Rīga, Latvia)

  • Zanda Rubene

    (Faculty of Pedagogy, Psychology and Art, University of Latvia, 1586 Rīga, Latvia)

Abstract

Alongside reading, writing, and numeracy digital literacy has become an increasingly crucial component of functional competences in the modern era. Digital competences are essential for educators who wish to stay updated with the changing needs of their students and the education sector. These competences can help them engage their students better, improve their teaching effectiveness, and advance their careers. Considering the ongoing changes in both the field of education and the field of technologies, it is important to explore the current needs for improving digital competences of educators including students in the field of education, to provide them with the necessary support. This study aims to develop recommendations for improving digital competence of educators by combining students’ self-assessment through surveys with stakeholder opinions concerning digital competence development of educators ascertained in a focus group discussion. Results of the research reveal that education students do not have a statistically different self-assessment of their digital competences than students from other study fields. And although students evaluate their digital competences as high, stakeholders point out that there is a lack of digital competences to carry out technology-enhanced learning and a negative attitude towards digitalization of education among all educators’ age groups. Improving the availability of digital resources and technological support as well as incorporating organisational level strategies that require application and improvement of digital competence could remedy the issue.

Suggested Citation

  • Edīte Sarva & Gatis Lāma & Alise Oļesika & Linda Daniela & Zanda Rubene, 2023. "Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective," Sustainability, MDPI, vol. 15(13), pages 1-16, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:13:p:9895-:d:1176170
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    References listed on IDEAS

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    1. Nick Drydakis, 2022. "Improving Entrepreneurs’ Digital Skills and Firms’ Digital Competencies through Business Apps Training: A Study of Small Firms," Sustainability, MDPI, vol. 14(8), pages 1-23, April.
    2. Zoltán Nyikes, 2018. "Contemporary Digital Competency Review," Interdisciplinary Description of Complex Systems - scientific journal, Croatian Interdisciplinary Society Provider Homepage: http://indecs.eu, vol. 16(1), pages 124-131.
    3. John Horn, 1965. "A rationale and test for the number of factors in factor analysis," Psychometrika, Springer;The Psychometric Society, vol. 30(2), pages 179-185, June.
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