Page 154 - International Perspectives on Effective Teaching and Learning in Digital Education

Danijela Ljubojević and Nikoleta Gutvajn

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A0 A1 A2 B1 B2 C1 C2

I use di erent internet sites and search strategies to nd and select a range
of di erent digital resources.
I create my own digital resources and modify existing ones to adapt them
to my needs.
I e ectively protect sensitive content, e.g. exams, students' grades,
personal data.
Chart 2 Digital resources

in their ability to effectively protect sensitive data, indicating the need for
focused efforts to improve data security practices.

Digital Teaching and Learning
Chart 3 illustrates respondents’ engagement with Digital Teaching and Learn-
ing across four key areas: Value creation, Monitoring interactions, Digital
technologies in groupwork, and Documentation and planning.
In the first three areas – assessing the use of digital technologies in the
classroom, monitoring student interactions in online environments, and us-
ing digital technologies in group work – respondents consistently demon-
strate a B1 level of proficiency. In the fourth area – using digital technologies
to enable students to plan, document, and monitor their learning processes
– respondents are at an A level, which suggests a basic level of proficiency.
Overall, the B1 level reflects the general proficiency of respondents in digi-
tal teaching and learning, indicating a solid foundational understanding and
ability to incorporate digital technologies in classroom settings, though cer-
tain areas, such as supporting students in documenting their learning, may
need further improvement.

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