Page 152 - International Perspectives on Effective Teaching and Learning in Digital Education

Danijela Ljubojević and Nikoleta Gutvajn

assessment and feedback, empowering learners, and facilitating learners’
digital competence.

Procedure, Data Collection and Data Analysis
The data collection for this study utilized snowball sampling (referral sam-
pling), i.e. the survey was initially sent to heads of universities and lan-
guage societies, who then forwarded it to language teachers. The instru-
ment was disseminated via email between June and September 4, first
through the heads of faculties at each of the nine universities involved
and then by contacting the language departments of each institution. Ad-
ditionally, the Society for Foreign Languages and Literatures in Serbia was
contacted to distribute the questionnaire. All responses remained anon-
ymous.
To collect the values of the variables used in this study, an online survey
was conducted. It made use of a questionnaire available via Google Forms.
Items (indicators) used to measure the level of digital competences are listed
in Table 1.
Data analysis was caried out in Microsoft Excel.

Results
This section presents the findings of the study, based on the participants’ re-
sponses to the questionnaire regarding their level of digital competences.
The results are divided into key areas of digital competences, that is, profes-
sional engagement, digital resources, digital teaching and learning, assess-
ment and feedback, empowering learners, and facilitating learners’ digital
competence.

Professional Engagement
Chart 1 shows respondents’ levels of professional engagement across four key
areas based on their proficiency levels. The areas which are measured are: the
use of digital channels for communication, collaboration with colleagues us-
ing digital technologies, developing digital teaching skills, and participation
in online training opportunities.
The proficiency level for using digital channels to communicate (such as with
students, parents, or colleagues) is at the B level, which represents an inter-
mediate level of proficiency. In terms of collaboration with colleagues, the
respondents are at a B1 level. For the development of digital teaching skills,
respondents are also at a B1 level, suggesting they are actively working on
improving their skills but remain in the intermediate range. In the same line,

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