Digital competence has become an important issue in academia owing to the advent of various communication tools. This study used a standardized questionnaire based on the Digital Competence of Educators (DigCompEdu) framework, which is a validated comprehensive framework, and its associated assessment tool. This tool was designed to assess professional skills of faculties in higher education institutes in United Arab Emirates (UAE) in terms of their abilities to use information and communication technology (ICT) and current digital competences in their teaching and educational practices. We conducted an online survey to help participants reflect on their strengths and weaknesses while using digital technologies in education to find correlation between them, thus helping teachers determine their relative strengths and identify areas that need more attention.
The adoption of IT governance (ITG) frameworks in organizations worldwide, along with the subsequent need to comply with regulations and standards, has placed ITG implementation decisions firmly with the boards and executives of organizations. With diverse board and executive level cultures evident in various parts of the world, the adoption of ITG frameworks depends on the ITG practices followed in each cultural context. Through an online survey, this study thus examines the existing ITG practices through the structures, processes and relational mechanisms (SPR) practices model, followed by senior management in the GCC region. In this respect, this study evaluates effective baseline ITG practices at the board and executive levels and suggests ITG structures, processes, and relational mechanisms that ITG consultants in the Gulf Co-operation Council region can follow for effective ITG implementation.
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