Assessment and comparison of digital competences in education for selected European countries

Abstract

PURPOSE: As part of the study, the authors assessed and compared the digital competences of teachers in selected European countries. The research was carried out as part of the project "Adult Social Inclusion in a Digital Environment (ASIDE) Strategic Partnerships for Adult Education - Cooperation for innovation and exchange of good practices" No. 2019-1-PL01- KA204-065689, between 01-09-2019 and 31-08-2021.

APPROACH/METHODOLOGY/DESIGN: The value of each index has been determined based on answers to several questions (for details see the appendix). The variables analyzed in the study were defined based on a set of parameters assessed by the respondents on a scale from 1 to 5, where 1 - a low level and 5 - a high level. They were defined as the mean values of the answers to each question regarding a given index. Since the variables identified above are based on the answers to several questions, they were analyzed using Cronbach's alpha coefficients to verify their reliability.

FINDINGS: The lowest value of all indexes can be observed in the case of teachers from Poland. This group also has the highest percentage of persons with the lowest values of the analyzed indexes. In the case of teachers from Spain and Turkey, the level of four of the indexes is similar. In the case of the last two indexes, the value indicated by teachers from Turkey is significantly the highest.

PRACTICAL IMPLICATIONS: The results are of key importance and should be used to formulate assumptions, regulations, and guidelines for the creation of policies, instruments, and tools to support educators in the use of digital technologies as part of the education process. The results can contribute to the achievement of the European goal of creating new operational curricula through active and responsible development of digital competences.