Page 159 - International Perspectives on Effective Teaching and Learning in Digital Education

The Digital Competence of Foreign Language Teachers at HEI in Serbia

Table 2 Actual Level of Digital Competences of Teachers
Area Indicator 1 Indicator  Indicator 3 Indicator 4 Indicator 5
Professional Digital Collaboration Development of Online
engagement channels with colleagues digital teaching training
skills
B B1 B1 B1
Digital Search Modification of Sensitive data
resources strategies existing digital
resources
B B1 A
Digital teaching Value Monitoring Digital technolo- Documen-
and learning creation interactions gies in group- tation and
work planning
B1 B1 B1 A
Assessment and Tracking of Analysing data Feedback
feedback student progress
A B1 B1
Empowering Addressing Personalised Active
learners digital learning participation
problems opportunities
B1 A B1
Facilitating Assessment Communication Creation of digi- Safe and Problem
learners’ digital of reliable and collabora- tal content responsible solving
competence information tion behaviour
B1 A A A A

Discussion
The results of this study point to the current state of digital competences
among foreign language teachers working at higher education institutions
is Serbia, demonstrating a general proficiency at the A+/B1 level, with some
areas revealing more significant issues that need addressing. This section dis-
cusses the key findings in relation to each area of digital competence and
explores their implications for foreign language teaching and teacher devel-
opment.

Professional Engagement
The findings suggest that foreign language teachers possess intermediate
digital proficiency (B1) in professional engagement, specifically in commu-
nication, collaboration, and participation in online training. When it comes
to using different digital channels for professional communication, the re-
sponses reflected an upper-intermediate level of competences. These find-
ings allign with the ones of Rubio-Gragera et al. (3). While this reflects a

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