Page 161 - International Perspectives on Effective Teaching and Learning in Digital Education

The Digital Competence of Foreign Language Teachers at HEI in Serbia

digital portfolios for documentation and presentation, online journals/blogs
for reflections, etc.). Effective documentation and planning are critical in per-
sonalized learning environments, especially when using technology to track
and monitor individual student progress. Teachers often neglect using digi-
tal tools for reflective practices, opting instead for more traditional methods.
Professional development and teachers training should focus on integrating
digital documentation tools into routine teaching to enhance personalized
and adaptive learning (Taylor et al., 1).

Assessment and Feedback
Teachers showed a B1 level of proficiency in analyzing student data and pro-
viding digital feedback, but only A-level proficiency in tracking student
progress. This discrepancy suggests that while teachers can analyze data ef-
fectively, they may not be using digital tools to their full potential for ongo-
ing student assessment. These results highlight an opportunity to improve
teachers’ use of formative assessment tools, such as learning management
systems and analytics platforms, to provide continuous feedback. Research
has shown that carefully designed e-assessment feedback can significantly
improve student outcomes when used effectively (Kadijevich et al., ).
Therefore, teacher training should prioritize the adoption of these tools to
enhance both real-time feedback and long-term student monitoring.

Empowering Learners
In the area of student empowerment, teachers showed B1-level proficiency
in addressing digital problems and facilitating active student participation,
while their proficiency in offering personalized learning options was at the
A level. This finding suggests that teachers are more confident in engaging
students in digital activities than in customizing learning experiences to in-
dividual needs (for example, to set different digital tasks for students to ad-
dress individual learning needs, šreferences and interests). Addressing this
gap is essential for creating more inclusive, learner-centered environments,
especially in foreign language teaching, where individual student needs can
vary widely.

Facilitating Learners’ Digital Competence
The results in this area indicate that teachers are at an intermediate level (B1)
in helping students assess the reliability of information, but they demonstrate
lower A-level proficiency in fostering digital collaboration, content creation,
safe behavior, and problem-solving. These findings suggest that while teach-

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