Page 150 - International Perspectives on Effective Teaching and Learning in Digital Education

Danijela Ljubojević and Nikoleta Gutvajn

Figure 1 Distribution of Gender, Educational Qualification, Teaching Experience, Foreign
Language Taught, Academic Position, Academic Field, and Courses Taught
The majority of respondents, 85% (46), are in the Social Sciences and Hu-
manities field, followed by Technology and Biotechnology Sciences (7% (4)),
Medical Sciences (4% ()), and Sciences and Mathematics (4% ()).
Regarding courses taught, most respondents teach Foreign Language at
Philological Faculties (56% (3)), while % (11) teach Foreign Language for
Specific/Academic Purposes. Other significant areas include Foreign Lan-
guage at Non-Philological Faculties (9% (5)) and Foreign Language and For-
eign Language for Specific Purposes (% (11)).

Instrument
For the purpose of this study, the DigCompEdu check-in questionnaire was
used as an instrument for data collection (Redecker, 17). The instrument
consists of 33 questions, nine of which refer to the sociodemographic back-
ground of respondents: gender, educational qualification, years of teaching
experience, foreign language respondents teach, academic position, type of
institution, academic field, courses, level of studies Two questions reffered to
the level of digital competences (as perceived by the teachers prior to and
after completing the questionnaire). The remaining twenty-two questions
fall within the six distinct competency areas outlined by DigCompEdu, which
constitute the central focus of our research. The competences are explained
at six different levels of proficiency (A1, A, B1, B, C1, C). The proficiency lev-
els are categorized as A (Beginners level), B (Intermediate level), and C (Ad-
vanced level). Each category is further divided into specific levels:
− A (Beginners level) includes A, A1, and A.
− B (Intermediate level) includes B1 and B.
− C (Advanced level) includes C1 and C.

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