Knowledge-based citizenship: a capitals system perspective

Currently, 21st century students need competences that enable them to adapt to a new type of individual information and individual knowledge relationship, and, therefore, the education system should contemplate new ways for learners to develop in accordance with this so-called information and knowledge society. One of special importance is so-called digital competency. This article presents the results of a research study to determine the influence that the variables of gender, age, and academic degree have on the acquisition of digital competence by pre-service educators, with a sample of 370 students from different education degrees from the University of Salamanca (Spain). A quantitative methodology was used, employing a non-experimental method and the electronic survey technique to collect information on the dimensions of knowledge, as well as the management of and attitude towards information and communication technologies (ICTs). Data were analyzed inferentially from a comparison of means using nonparametric tests. This analysis was completed with the incorporation of Receiver Operating Characteristic (ROC) curves, which allowed us to graphically verify the differences between the subsamples and thus compare the different groups in relation to the proposed dimensions. The main conclusion was that the three variables studied can be considered as influential, though not determinant, in the acquisition of digital competency.

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Knowledge-based citizenship: a capitals system perspective

Cited by 2 publications

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The value context in knowledge-based development: revealing the context factors in the development of Southern BrazilsVale dos Vinhedosregion

The value context in knowledge-based development: revealing the context factors in the development of Southern BrazilsVale dos Vinhedosregion

The Digital Competence of Pre-Service Educators: The Influence of Personal Variables

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