Validating the Digital Competence (Dig-Comp 2.1) Framework in Higher Education Using Confirmatory Factor Analysis: Non-Western Perspective

Abstract

This Pilot study aimed at validating the Digital Competence (Dig-Comp 2.1) Framework instrument within the context of a non-Western developing country. With the rapid advancements in technology and the increasing integration of digital tools in various domains, evaluating learners' digital competencies is crucial to ensure the effective utilisation of digital resources in educational settings. However, existing frameworks often lack validation in developing and non-western country contexts. Therefore, this study addresses this gap by assessing the reliability and validity of the Dig-Comp 2.1 Framework Questionnaire in a higher education context, involving a sample of ninetynine (99) university students from Uganda. By implementing a quantitative design, we collected data through an online survey administered to the selected student samples. The analyses employed confirmatory factor analysis (CFA) and confirmatory composite analysis (CCA). The findings indicated that the Dig-Comp framework portrayed an excellent fit with pilot data as indicated by various model fit indices through CFA. Moreover, the CCA demonstrated satisfactory reliability and validity of the Dig-Comp 2.1 framework, suggesting that the instrument's measures are appropriate and reliable for future investigations. The results of this study can contribute to enhancing the understanding of digital competence and its measurement in non-western countries, thereby informing policies and interventions to bridge the digital divide.

Adaptación y validación de cuestionario para medir competencias digitales docentes

“…En una primera instancia, se encontró que los resultados obtenidos en este estudio guardan correspondencia con otros, como es el caso de Silva- Quiroz et al (2022), quienes diseñaron el cuestionario COMPDIG-PED adaptando el instrumento DigComp a un contexto de las universidades públicas de Chile, donde obtuvieron un valor de 0.702 en el estadístico alfa de Cronbach evidenciando un buen nivel de fiabilidad. En las mismas circunstancias Abubakari et al (2023), en un contexto universitario y desde una perspectiva no occidental, la confiabilidad general del instrumento de investigación obtuvo una puntuación de 0.959 lo que sugiere una alta confiabilidad. Por otro lado, los resultados de los índices de homogeneidad corregido de los ítems son superiores a .740 y son similares con los resultados encontrados por Tourón et al (2018).…”