Page 186 - International Perspectives on Effective Teaching and Learning in Digital Education

Stanko Pelc

1. Generic Digital Competence: This focuses on fundamental computer
skills like using the internet, creating presentations, or managing fi-
les. While these might seem basic in the digital age, research suggests
some teacher education programs may need to address them if stu-
dents lack these foundational abilities.
. Digital Teaching Competence: This involves the strategic integration
of technology into lessons. This can include incorporating digital tools
like blogs, podcasts, or assessments to enhance or replace traditional
practices. Crucially, teachers must also critically select the right techno-
logy for specific learning objectives and guide students in effectively
using it.
3. Professional Digital Competence: This broader perspective explores
how technology can be used to optimize all aspects of a teacher's job
beyond just teaching. It encompasses technical skills, the ability to in-
tegrate technology with teaching methods, and the social awareness
to navigate the ever-evolving educational landscape.

The distinction between digital literacy and competence can be blurry.
Some researchers consider them synonymous, using definitions that highlight
the ability to perform tasks, solve problems, and create knowledge effectively
using technology (Joint Research Centre et al., 1, as cited in Saltos-Rivas
et al., 3). This aligns with the European Union’s DigCompEdu framework,
which outlines six key areas of competence specifically for educators (Redeck-
er & Punie, 17). These encompass professional engagement, utilization of
digital resources, assessment practices, teaching and learning strategies, em-
powering learners, and fostering their digital competence development.
By fostering both digital literacy and competence, we equip higher educa-
tion teachers with the necessary tools to create engaging and effective learn-
ing environments. This empowers them to prepare students for academic
success and thrive in a world increasingly driven by technology.

Studies About Faculty Digital Literacy
There are numerous articles in scientific literature about faculty digital literacy
and digital competencies. The results of a comprehensive literature analysis on
the digital competencies of higher education teachers (Saltos-Rivas et al., 3)
showed that many of the quantitative studies did not offer reliable and prov-
en findings on the situation in this area. Thus, they highlight the finding that
basic digital competences are a good indicator of competence in using digital
technology for the needs of pedagogical work. They also warn of the danger

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