Educational Challenges of Higher Education: Validation of the Information Competence Scale for Future Teachers (ICS-FT)

García, Gerardo Gómez; Lucena, Francisco Javier Hinojo; Fernández-Martín, Francisco-Domingo; Rodríguez, José María Romero

doi:10.3390/educsci12010014

Cited by 3 publications

(2 citation statements)

References 28 publications

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“…The term "competence" refers to the integration of knowledge, skills, and attitudes that can be applied within a specific context [20]. University education can be geared towards equipping students with professional skills (specific competences) or can adopt an integrated approach by nurturing both specific and cross-cutting competences [21].…”

Section: Introductionmentioning

confidence: 99%

Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students

Alkaabi,

Mehmood,

Bhatacharyya

et al. 2023

Sustainability

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The importance of Education for Sustainable Development (ESD) in influencing students’ understanding of and behavior toward sustainability cannot be overstated. However, prior studies have shown that students generally lack comprehension of how to apply geography instruction in relation to territories and their contribution to the Sustainable Development Goals (SDGs). Although the relationship between the SDGs and academic institutions has been the subject of numerous research, it is still unknown how much knowledge students have on the subject. Therefore, this research aims to raise awareness about SDGs and evaluate the knowledge of undergraduate geography students regarding the SDGs. Additionally, it investigates the impact of Spatial Data Infrastructure (SDI) and quality education as pedagogical tools on students’ sustainability consciousness. A questionnaire was designed, validated, and administered to students at the United Arab Emirates University from both geography and non-geography cohorts to assess their knowledge. Statistical analysis indicated high reliability of the constructs. The results revealed significant insights through descriptive, ANOVA, and multiple comparisons analysis with the Tukey HSD test. Specifically, geography students who participated in an SDG Awareness and Knowledge Program within the Technological Pedagogical Content Knowledge (TPACK) model demonstrated statistically significant differences in various aspects of SDG awareness and knowledge, SDG awareness using SDI skills, and the importance of quality education and the integration of SDG knowledge in pedagogy, as compared to other geography and non-geography students who did not receive the SDG awareness program. This research is expected to provide valuable knowledge about SDGs through effective pedagogical skills, benefiting both student and educator community.

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Section: Introductionmentioning

confidence: 99%

Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students

Alkaabi,

Mehmood,

Bhatacharyya

et al. 2023

Sustainability

View full text Add to dashboard Cite

show abstract

“…This calls for a new paradigm, in which future teachers must be digitally literate, in terms of the application of active methodologies, digital competencies, and the use of innovative strategies, styles, and approaches (Garcia-Martin and Garcia-Sanchez, 2017 ; Gómez-García et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

et al. 2022

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The impact of digital devices and the Internet has generated various changes at social, political, and economic levels, the repercussion of which is a great challenge characterized by the changing and globalized nature of today's society. This demands the development of new skills and new learning models in relation to information and communication technologies. Universities must respond to these social demands in the training of their future professionals. This paper aims to analyze the empirical evidence provided by international studies in the last seven years, related to the digital literacy of university students, including those pursuing degrees related to the field of education. Our findings highlight the fact that the digital literacy that is offered in universities to graduate/postgraduate students, in addition to treating digital literacy as a central theme, also focuses on perceived and developed self-efficacy. This is done by strengthening competencies related to digital writing and reading, the use of databases, the digital design of content and materials, and the skills to edit, publish or share them on the web, or applications aimed at treating digital literacy as emerging pedagogies and educational innovation. Secondly, we found studies related to digital competencies and use of the Internet, social networks, web 2.0, or the treatment of digital risks and their relationship with digital literacy. Thirdly, we found works that, in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction.Systematic review registration:https://www.scopus.com/home.uri; https://www.recursoscientificos.fecyt.es/.

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Teachers' digital competences: a scale construction and validation study

Aydin,

Yildirim,

Kus

2024

Front. Psychol.

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IntroductionImproving teachers' digital competences is sine qua non for effective teaching and learning in today's digital society. However, there is a limited number of comprehensive and reliable scales to measure teachers' digital competences. Regarding this, the present study aimed to develop and validate a comprehensive scale to assess teachers' digital competences.MethodsBuilding on previous studies, a draft scale developed and piloted with a sample of teachers from all educational levels. The procedures of Exploratory Factor Analysis (EFA) were followed to refine the scale, resulting in a five-point Likert scale with 36 items loaded onto four factors. The final scale was called as Teachers' Digital Competences Scale (TDC-S). Confirmatory factor analysis (CFA) was employed to validate the four-factor structure. Reliability analysis was performed using Cronbach's alpha (α), McDonald's omega (ω), and Composite Reliability (CR), indicating high psychometric properties. Convergent and discriminant validity analyses were also performed to assess the validity of the latent structures in TDC-S.Results and discussionThe findings suggest that the TDC-S is a valid and reliable instrument for assessing teachers' digital competences at all grade levels from primary to high schools. It can be used to inform teacher training and development programs, and to identify teacher candidates who need additional assistance regarding improving their digital competences.

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Educational Challenges of Higher Education: Validation of the Information Competence Scale for Future Teachers (ICS-FT)

Cited by 3 publications

References 28 publications

Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students

Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

Teachers' digital competences: a scale construction and validation study

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