- Іванова, С.М. (orcid.org/0000-0002-3613-9202), Кільченко, А.В. (orcid.org/0000-0003-2699-1722) and Новицька, Т.Л. (orcid.org/0000-0003-2591-5218) (2024) Development of digital competence of scientists and teachers of universities in the European area Наукові записки. Серія: Педагогічні науки (215). pp. 166-172. ISSN 2415-7988
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Abstract
The article is devoted to the study of the problem of the development of digital competence of scientists and teachers of universities in the European space. The role of the teacher and scientist is critically important and cannot be replaced by any technology, so increasing the digital competence of educators should be a priority. The changes in education that have taken place in recent years confirm the need to have technical resources, qualified teachers and the continuous development of their digital competence. The purpose of the article is to analyze the development of digital competence of scientists and teachers of universities in the European space. The European Framework for the Digital Competence of Educators (DigCompEdu), which defined 22 components of competence divided into six areas, is aimed at teachers of all levels of education. DigCompEdu is a science-based document that provides a common frame of reference to support the development of the digital competence of educators in Europe. The work examines a new hybrid educational model that combines personal training with online education. The emergence of the digital society and new challenges after the pandemic have put this model at the forefront of the analysis of the digital capabilities of the educator, who play a leading role. The World Economic Forum-2024 (WEF 2024) recalled in its Global Risks Report that it had warned of a lack of skills for future work, especially digital competence. The European Union has set the Digital Agenda, predicting that 90% of jobs will require basic ICT skills. An approach known as Student-Centered Learning, which encourages students to take more responsibility for their learning, as well as four main characteristics of a learning model that relies heavily on confidence in the professional role of teachers and is aimed at satisfaction, is considered needs of each student. The purpose of the adoption by the European Union of the Digital Education Action Plan (2021-2027) (Digital Education Action Plan), aimed at promoting the creation of a highly effective digital educational ecosystem, is highlighted. It was concluded that the digital competence of scientists and university teachers should be developed continuously and purposefully throughout the entire professional activity.
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