MEDIA AND INFORMATION LITERACY IN SECONDARY STUDENTS: DIAGNOSIS AND ASSESSMENT

In the information and knowledge society, technology and the COVID-19 pandemic have added to the debate on Media and Information Literacy (MIL). In Peru, in spite of the recommendations from international institutions, proper attention has not been given, generating gaps in the study curricula. From this perspective, the study investigates the level of development of MIL in students studying the last cycle of intermediate education. In order to determine this, the AMI-Peru-21 surv-ey was designed and validated, based on the UNESCO proposals. This research is of a quantitative, descriptive and crosscurricular nature, which made it possible to diagnose the relationship of the socioformative factors with the levels of MIL achievement, based on a sample made up by 1250 students from the province of Arequipa. The results evidence the validity and reliability of the instrument (α=0.96) in order to measure the level of MIL, from the perspective of student self-perception, as well as the association of certain socioformative factors with MIL (p<0.000), among them, progress with age, i.e., older ages are associated with greater the levels of achievement, and females make more progress than males. It is also verified that access to basic services, such as electricity and the Internet, and the type of educational institution are correlated with higher levels of MIL achievement. From the evidence that is generated, in order to ensure the education of critical, ethical and responsible citizens, a set of initiatives is suggested to further the evolution of MIL in education © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/

A Case Study on the Development of Digital Competences of Teachers at the University of Ljubljana

The renewed 2017 EU Higher Education Agenda expresses the intention to "develop and implement a digital readiness model" to assist higher education institutions, their staff, and students in implementing digital learning strategies and maximising the potential of cutting‐edge technologies such as learning analytics. The anticipated digital transformation will only be successful if higher education institutions and teachers strengthen their digital competences and skills and "become" digitally competent. Many of the incentives for these processes were prompted by the unexpected Covid‐19 crisis, which highlighted the importance of higher education teachers' digital skills in the need to digitise the higher education environment. The Covid‐19 crisis experience and the accelerating development of digitalisation are changing both the conditions for education and education itself, which is why higher education teachers face the challenging task of lifelong development of digital competences. To complete this task, they must learn about information and communication technology (ICT)/digital technologies and how they can be integrated into the pedagogical process. The challenge for higher education teachers is to develop ICT‐based teaching. This is not about how higher education teachers (and students) master ICT, but about how to make ICT one of the tools for carrying out pedagogical activities in general. The article addresses the development of digital competences among higher education teachers as a critical issue in the renovation of higher education didactics. To that end, various digital competence models and concepts are presented. Among other things, the European Digital Competence Framework for Teachers is highlighted. The case study of activities aimed at developing digital competences of higher education teachers at the University of Ljubljana (Slovenia), and thus higher education teachers working in the field of education for public administration. Based on the analysis of activities, we discover an increased interest in the development of digital competences, which is reflected in various forms of institutional (university) support for educators (e.g. training), as well as an increased interest in the development of digital competences among higher education teachers. [ FROM AUTHOR] Copyright of NISPAcee Journal of Public Administration & Policy is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Digital skills in teachers of Physical Education Degree

Due to COVID-19, universities faced the challenge of moving to the virtual modality, carrying out processes of adaptation to the digital environment and integrating technological tools in classes. The objective of this study was to evaluate the digital skills of university teachers from two higher education institutions in Colombia. For data collection, the instrument implemented was the questionnaire on the digital competence of Higher Education teachers, which consists of 4 dimensions and 112 items. 105 teachers participated in the study, the study was quantitative, non-experimental and descriptive in scope. SPSS 22 software was used for data analysis and descriptive and correlational statistics were performed. Based on the results, it is highlighted that teachers use TIC in an instrumental way. The conclusions focus on the need to venture into content creation, augmented reality, innovation programs, strengthening research and the use of specific digital tools for each area of knowledge. A call is made to teachers and universities to continue promoting training and support programs to actively implement TIC in classes that require teacher qualification in educa-tional processes.

The digital skills divide: evidence from the European tourism industry

PurposeThis paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies.Design/methodology/approachMixed methods research was adopted. The sample includes 1,668 respondents (1,404 survey respondents and 264 interviewees) in 5 tourism sectors (accommodation establishments, tour operators and travel agents, food and beverage, visitor attractions and destination management organisations) in 8 European countries (UK, Italy, Ireland, Spain, Hungary, Germany, the Netherlands and Bulgaria).FindingsThe most important future digital skills include online marketing and communication skills, social media skills, MS Office skills, operating systems use skills and skills to monitor online reviews. The largest gaps between the current and the future skill levels were identified for artificial intelligence and robotics skills and augmented reality and virtual reality skills, but these skills, together with computer programming skills, were considered also as the least important digital skills. Three clusters were identified on the basis of their reported gaps between the current level and the future needs of digital skills. The country of registration, sector and size shape respondents' answers regarding the current and future skills levels and the skills gap between them.Originality/valueThe paper discusses the digital skills gap of tourism and hospitality employees and identifies the most important digital skills they would need in the future.

Factors that influence the use of the virtual library among students at a university in northeastern Mexico

Objetive. Due to the quarantine of Covid 19, libraries have had to adapt to the virtual modality. For this reason, the purpose of this research is to verify the relationship between the variables: Information available in the virtual library;Informative competences of the librarian;teacher influence;Awareness of the value of information and reading habits with the use of the virtual library. It is important to mention that the study is limited to a quantitative approach. Likewise, the study is aimed at higher education students from an engineering school in northeastern Mexico. Method. A measurement instrument with 26 questions on a Likert scale was used, which meets the reliability and validity characteristics. The instrument was applied to a stratified sample of 386 students. Statistical analysis was performed using SPSS software, developing a multiple linear regression model. Results. The results show that the variables: information available in the virtual library, the information skills of the librarian, the influence of teacher, awareness of the value of information and reading habits directly influence use of the virtual library. Conclusions. The resulting model provides valuable information on those critical factors that must be taken into account to strengthen the use of virtual libraries in universities by students. Likewise, it is recommended for future research to reanalyze the teacher's influence factor in post-pandemic times, hoping to find a different finding. © 2022 University of Pittsburgh. All rights reserved.

Evaluating computing students' digital skills and health literacy: A case from Bulgaria.

The main purpose of this article is to describe the importance and the challenges of digital health literacy as recognized during the COVID-19 pandemic. First, basic definitions of health literacy and digital health literacy are provided, followed by, and matched against digital competence frameworks, and health literacy skills content and scales. Based on that, a compatibility analysis is provided, against the expectations for satisfactory levels definition for the respective competences and skills. For the approbation of the approach, results received from the participation of computing students at the Sofia University St. Kliment Ohridski in the COVID-19 Health Literacy Survey are used.

Use of ICTs and the Digital Competences of Foreign Language Teachers before and during the State of Alarm

The situation generated by the pandemic has caused irreversible changes in society and the educational world, manifesting a necessary change in methodology in the teaching and learning process. The purpose of this study, which is part of a doctoral thesis investigation, was to analyze the use of Information and Communication Technologies (ICTs) and the digital competences of teachers in the Foreign Language classroom, before and during the state of alarm provoked by the pandemic Covid-19, based on sociodemographic factors. A non-experimental, ex post facto, descriptive study was carried out using a single measuring instrument. The final sample consisted of 117 foreign language teachers from bilingual schools of Primary and Secondary Education in Andalusia (Spain), both public and semi-private. The results indicate that teachers improved their digital skills as a result of the increased frequency of ICT use during the pandemic, and men under 30 years of age felt more motivated to use and incorporate new technologies in their classes. Even so, teachers continue to express the need for greater training opportunities in the use of ICTs for both educators and students, which will pose new challenges in the acquisition and development of digital competencies and from which new needs will emerge. © 2023, Tarbiat Modares University. All rights reserved.

Digital Maturity of Educational Project Leaders in Europe

Turbulent and unstable times caused by COVID-19 pandemic showed the importance of such skills like adaptability to changing environment, openness to challenges and ability to undergo digital transformation, especially among the leaders of international ventures, such as education Erasmus+ education projects. The term of digital transformation is a vast notion which not only focuses on the usage of information and communication technologies, implementation of new business models based on ICT or introducing new services for clients in the digital world, but it is also a change observed in the raising level of technical skills among the leaders. In this study, based on the research which was carried out among 990 Erasmus+ project leaders, the issue of relation between digital maturity of project leaders and the projects' sustainability is raised. The discussion will also include the digital dimension of transnational cooperation and place it in the broader context of relational view and network paradigm in modern science of management as well as in the context of strategic management. © 2022 WMSCI.All rights reserved.

Developing Digital Competencies in Geography Lessons

For over a decade, the European Commission has been setting up the European Digital Competence Framework for Citizens, also known as DigComp. The most recent update, DigComp 2.2, was released in March 2022. The epidemic of Covid-19 highlighted the need to develop digital competences in primary school students systematically. The use of ICT and, as a result, the development of digital skills and competences are integrated into the curriculum of every subject, including geography. It is, therefore, necessary to consider how to design teaching content, taking into account modern teaching approaches, to develop all digital competences consciously and also give feedback to students on the level of digital competence they have achieved. The paper describes Sharing Using Digital Technologies as an example of developing digital competence 2.2 in Grade 6. © 2022 Geografija v Soli. All rights reserved.

Factors that influence the use of the virtual library among students at a university in northeastern Mexico

Due to the quarantine of Covid 19, libraries have had to adapt to the virtual modality. For this reason, the present research aims to identify the factors that motivate students in the engineering area, at Universidad Autonoma de Nuevo Leon, in Mexico, to use the virtual library. A measurement instrument with 26 questions on a Likert scale was used, which meets the reliability and validity characteristics. The instrument was applied to a stratified sample of 386 students. Statistical analysis was performed using SPSS software, developing a multiple linear regression model. The results show that the variables: information available in the virtual library, the information skills of the librarian, the influence of the teacher, awareness of the value of information and reading habits directly influence the use of the virtual library. The resulting model provides valuable information on those critical factors that must be taken into account to strengthen the use of virtual libraries in universities by students. Likewise, it is recommended for future research to re-analyze the teacher's influence factor in postpandemic times, hoping to find a different finding. © 2022,Revista General de Informacion y Documentacion.All Rights Reserved.

Factores que influyen en el uso de la biblioteca virtual entre los estudiantes de una universidad del noreste de Mexico

Due to the quarantine of Covid 19, libraries have had to adapt to the virtual modality. For this reason, the present research aims to identify the factors that motivate students in the engineering area, at Universidad Autonoma de Nuevo Leon, in Mexico, to use the virtual library. A measurement instrument with 26 questions on a Likert scale was used, which meets the reliability and validity characteristics. The instrument was applied to a stratified sample of 386 students. Statistical analysis was performed using SPSS software, developing a multiple linear regression model. The results show that the variables: information available in the virtual library, the information skills of the librarian, the influence of the teacher, awareness of the value of information and reading habits directly influence the use of the virtual library. The resulting model provides valuable information on those critical factors that must be taken into account to strengthen the use of virtual libraries in universities by students. Likewise, it is recommended for future research to re-analyze the teacher's influence factor in post-pandemic times, hoping to find a different finding.

Learning Virtual Communities Emerging environments for the development of digital competences in times of COVID-19

The social and educational isolation lived around the world due to SARS-CoV2 has put upon challenges for teachers, students and parents. They have managed to use technological tools to do homework and attend communication assignments. Social networks have worked as a means of communication thus creating virtual learning communities for whoever has academical and technological doubts, as well as emotional support. Therefore, in this document participants will be analyzed along with their interactions and resources used to reinforce their digital competences. This will be done through the study of a virtual group called "Aprende en Casa 6° de Primaria”. © GKA Ediciones, authors.

Use and adoption of digital educommunication media by university professors during the Covid-19 pandemic: cases of the National Autonomous University of Mexico and the Autonomous University of Chihuahua

This article analyzes the educational use of digital educommunication media (DEM) by four groups of professors working at the faculties of Philosophy and Letters and of Engineering at the Autonomous University of Chihuahua (UACH) and at the National Autonomous University of Mexico (UNAM). Seven hypotheses and three research questions were posed, which were related to the use of DEM (specifically: images, animations, and video;presentations (PowerPoint/Prezi);digital texts;the Cloud;social media/instant messaging;and email), their qualities and the differences regarding their use, among the different groups studied. A two-phase mixed-methods explanatory sequential approach was employed, with a first phase of quantitative data collection and a second qualitative phase. A stratified sample of 177 professors was selected, which was distributed proportionally between the two selected faculties and universities. All professors completed a 144-item questionnaire in the first phase, and on the basis of their answers, ten professors were selected to be interviewed in the second phase, to ensure the diversity of the interviewed group in terms of sex, age, faculty, and educational level at which they teach, as well as their teaching experience and experience in the use of DEM. Among the results, we found that: a) the choice between using DEM or traditional media in class was not determined by teachers' perception about their students' learning with technology;b) the characteristics of each DEM determined its use, but the use of a given DEM was not related to the activities that it could enable;c) the professors exclusively teaching in graduate programs, the younger ones, those from UNAM, or those of Engineering did not present significant differences to their counterparts in terms of their use and assessment of DEM;and d) the qualitative data reaffirmed these trends and helped typify the challenges and opportunities of using DEM, particularly those that arose from the period of the exclusively online education model that was adopted owing to the COVID-19 pandemic. © 2022, El Profesional de la Informacion. All rights reserved.

Challenges for School Management Teams in Times of Pandemic COVID-19

In March 2020, schools had to move to an online format as a result of the pandemic. Subsequently, they returned to the classroom in a hybrid format until full face-to-face. This paper analyses the perception of management teams regarding the implementation of digital competences during the pandemic by COVID-19. To this end, eight interviews were conducted with management teams from public, subsidized and private schools in the Community of Madrid. Three very marked scenarios were obtained: a first stage of survival and uncertainty for schools without a technological development plan;a second stage of coexistence of face-to-face and digital with a considerable reinforcement of the latter as a result of the experience of the previous stage. And finally, a continuation of digital competences in the face-to-face format. At the same time, many schools were faced with a digital divide among families and a lack of teacher training in digital skills. This was compensated for by the coordinated work of the management teams, a positive attitude and a great adaptability to adapt to this new situation and determine appropriate plans to achieve the learning of their students. © 2022, Hipatia Editorial. All rights reserved.

Distance digital skills: Longitudinal study in higher education students

This study represents the analysis of the evolution of the ICT Use and Importance Skills of the students of the Instituto de Estudos Superiores de Fafe (IESF, Portugal), who attend Bachelor’s Degrees/ Master’s Degrees in Teacher Training. Contemporary and technological Education leads to new educational paradigms, in general, and to procedural changes in institutions, in particular, where a new Higher Education Pedagogy in line with the Digital Era is required. A convenience sample was used, within the Universe of students of the IESF, the mixed research methodology using the analytical-quantitative and comparative with previous studies, thus achieving a longitudinal analysis in three research moments: 2007, 2013 and 2022. We can verify that there is recognition by the students in relation to the analysed dimensions. The COVID-19 pandemic and the use of the necessary virtual teaching has promoted recognition in teachers of the importance of technological resources. © 2022, Associacao Iberica de Sistemas e Tecnologias de Informacao. All rights reserved.

Competences in the Field of Finance - Results of a Population Survey

During the global pandemic, the frequency of digital financial services has increased, one of the reasons for which may be the fear of infection, which is not necessarily based on prudent orientation. Nowadays, to navigate in the increasingly digital financial market, it is essential to have the right tools and competencies that help in the use of services. During the population survey conducted in the summer of 2019 - before the outbreak of the coronavirus epidemic -, I examined the level of digital competencies in managing finances and its correlations with the level of financial knowledge and the use of electronic financial services. I researched possible gender differences regarding digital competencies, and whether the use of digital tools is dependent of demographic characteristics. I found out that the competencies of women and men led to similar results. However, the development level of one's place of residence is related to the frequency of use of electronic devices.

Identification of Students' Professional Competence Based on Big Data and Digital Footprints Based on Big Data Analytics and E-proctoring System

In the age of the digital society formation in countries of the post-industrial development stage, digital transformations take place in all spheres of public life. Such social institution as education witnesses especially drastic changes. New learning formats are emerging, including Online learning, E-learning, Smart-learning, Smart Education and other distance learning forms. However, during the COVID-19 pandemic, the scientific and educational community updated a number of issues regarding the identification of works, assessing the level of comprehensibility of the discipline and the independence of completing individual tasks of distance learning students. The present research is intended to complement the range of relevant studies in this area as it is devoted to the methodology of Big Data Analytics and e-proctoring at higher education institutions. The results of this study will help to improve the understanding of the algorithm for the final certification of students. In addition, the subjects of the educational process will be able to improve their skills in solving the problems of conducting final and intermediate certification in the format of distance learning and optimize this process in educational institutions of various levels. © 2022 IEEE.

Digital Competences of Music Culture Teachers during the COVID-19 Pandemic

The European Framework for the Digital Competence of Educators (DigCompEdu) is a framework describing what it means for educators to be digitally competent. This framework was the starting point for the research carried out in this paper regarding digital competences of Music Culture teachers of two Croatian counties, and special emphasis was put on the COVID-19 pandemic. The research results showed Music Culture teachers' usage of the digital tools during COVID-19 pandemic and their familiarity with specialized digital tools such as Finale, Sibelius, Encore etc. According to the research results, almost half (47.6%) of Music Culture teachers included in the research used some of digital tools in every lecture. The majority of Music Culture teachers strongly advocated OERs - Open Educational Resources for Music Culture education, which they could easily adjust to and use in the teaching process. Also, the majority of Music Culture teachers were aware of the ongoing need for lifelong learning and professional training, especially regarding specialized digital tools for teaching Music Culture and the development of their digital learning strategies in a virtual or traditional environment. © 2022 Croatian Society MIPRO.

A literature review of causal relationships in 21st century skills and digital leadership

The world today is constantly changing and evolving. The industry 4.0 revolution, digitisation, the arrival of the Internet of Things and the global health emergency caused by the Covid-19 crisis, are factors that have made companies have to adapt their business models and forms working to this new reality. For this reason, the need for improvement and adaptation of skills of employees and organisational capabilities is no longer a competitive advantage but necessary to survive. Digital competences, 21st century skills and digital leadership are concepts that have been widely studied theoretically in the last ten years. In addition, some empirical studies have established causal hypotheses between factors related to the skills of employees and company variables. Resilience, organisational learning capacity, agility, work engagement and motivation are the key factors that companies must promote and ensure among their employees for a correct evolution and adaptation to this new global situation. Copyright © 2022 Inderscience Enterprises Ltd.

T-MOOC for Initial Teacher Training in Digital Competences: Technology and Educational Innovation

Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presence of technologies in the development of educational tasks means that the acquisition of Digital Competences (DC) by teachers and students in training goes beyond the mere mastery of content and teaching methodologies. The research presented aims to analyze the educational possibilities of T-MOOCs for the development of DC in teachers, and as resources that favor autonomous and collaborative learning in innovative scenarios. The study sample is made up of 313 students of the Primary Education Degree at the University of Seville (Spain). For this purpose, two online questionnaires (Google Forms) were applied at the beginning of the course: the Digital Teaching Competence Questionnaire (DigCompEdu), and the Content Questionnaire: Digital Resources and Digital Pedagogy. The results obtained show that the students' level of both digital competences and subject content is low to medium, so that training in educational technology is required for the acquisition of key digital competences. Based on the data obtained, the following actions are proposed: (a) The concretion of the contents structured by means of a learning guide and e-activities to be developed by the student body, taking into account the United Nations guidelines with regard to the Development of Sustainable Objectives;(b) The creation of a training and innovative environment under the T-MOOC architecture, based on open and distance learning due to the current health situation of COVID-19, which, on the one hand, empowers students to use digital tools, and on the other hand, facilitates the acquisition of the SDGs;and (c) The evaluation of the T-MOOC designed as a resource for autonomous, collaborative, guided learning in emerging contexts in which technologies and educational innovation play an important role for sustainable development.