Social inclusion as a perspective for the validation of the "DigCompEdu Check-In" questionnaire for teaching digital competence

Abstract

Making use of digital technologies and all the possibilities that benefit education is one of the objectives of the European Framework for the Digital Competence of Educators, as well as their potential for personal development and social inclusion, among other aspects. The aim of this study was to validate the «DigCompEdu Check-In» scale as an instrument for the self-reflection of educators regarding their digital competence from the perspective of social inclusion. This questionnaire provides a more accurate view of the digital competence framework and allows self-evaluating the strengths and weaknesses/needs of educators in digital learning. Exploratory and confirmatory factor analyses were performed, using structural equations. The study sample consisted of 2,262 faculty members from different public universities of Andalusia (Spain). The obtained results show the reliability and validity of the instrument and allow generating accurate scientific knowledge for the improvement of education quality and social inclusion, in both university and non-university institutions.

Qual a aplicabilidade do Referencial DigCompEdu para o ensino superior online? Um estudo com professores portugueses

“…Santos et al, , 2021b. São diversos os trabalhos que buscam validá-lo (Cabero-Almenara et al, 2020;Cabero-Almenara, Guillén-Gámez, et al, 2021;Cabero-Almenara, Gutiérrez-Castillo, et al, 2021;Cabero-Almenara et al, 2022;Martín-Párraga, Llorente-Cejudo, & Cabero-Almenara, 2022), bem como o seu instrumento nativo, o DigCompEdu CheckIn 2019 (Cabero-Almenara et al, 2022;Gallardo-Echenique et al, 2023;Ghomi & Redecker, 2019;Llorente-Cejudo et al, 2022;Martín-Párraga, Llorente-Cejudo, & Barroso-Osuna, 2022).…”

Modelo de ecuaciones estructurales para la evaluación de competencias tecnológicas en estudiantes universitarios

“…Hatlevik [25] determinó la capacidad del estudiante en el uso de herramientas digitales a partir de la gestión de la información, las competencias tecnológicas y las habilidades de comunicación y de organización, y demostró que el estudiante con mayores capacidades presenta mejor desempeño en su proceso formativo. De igual forma, Llorente-Cejudo et al [26] definió que la presencia, el acceso y el uso de las tecnologías inciden favorablemente en las competencias digitales del estudiante. La evaluación de las habilidades digitales permite, por un lado, verificar si los estudiantes poseen las capacidades necesarias para adaptarse a los entornos educativos y, por el otro, diseñar estrategias que garantice el conocimiento que requieren los estudiantes para mantener un proceso de enseñanza y aprendizaje exitoso.…”

Design principles for higher education teacher development

“…Recent systematic reviews have shown the increasing interest to analyze digital competences in HE settings (Basilotta-Gómez-Pablos et al, 2022;Zhao et al, 2021). Most of these studies are based on the European Framework for the Digital Competence of Educators (DigCompEdu), which is articulated around six competence areas that teachers must develop to promote effective, inclusive, and innovative learning strategies, using digital tools (Caena and Redecker, 2019;Llorente-Cejudo et al, 2022;Lu et al, 2021;Punie and Redecker, 2019).…”