Page 157 - International Perspectives on Effective Teaching and Learning in Digital Education

The Digital Competence of Foreign Language Teachers at HEI in Serbia

20

15

10

5

0
A0 A1 A2 B1 B2 C1 C2

When creating digital tasks for students, I consider and address possible practical
or technical di culties.
I use digital technologies to o er students personalised learning options.
I use digital technologies to actively engage students in class or online.
Chart 5 Student Empowerment

Facilitating Learners’ Digital Competence
Chart 6 illustrates respondents’ engagement across five key areas related to
enhancing learners’ digital skills. The measured areas include: assessment of
reliable information, communication and collaboration, creation of digital
content, safe and responsible behaviour and problem solving.
In terms of assessing the reliability of information, the majority of respond-
ents are at the B1 level of proficiency. Regarding communication and collabo-
ration, creation of digital content, safe and responsible behavior, and problem
solving, the dominant proficiency level is A. This suggests that respondents
have intermediate proficiency in assessing information, while they demon-
strate basic to intermediate proficiency across the other key areas of digital
competence.

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