Digital competencies and skills as a determinant factor in Higher Education

A bibliometric analysis

Authors

  • Ana Fernández Jiménez Universidad Rey Juan Carlos

DOI:

https://doi.org/10.37467/revhuman.v11.4083

Keywords:

Digital Competences, Digital skills, Higher Education, University students, New Education Development Area, Professional Area, Future Trends

Abstract

This paper focuses on contributing to a better understanding of the study of Digital Competencies, Digital Skills in Higher Education. First, we have developed a descriptive analysis of journals and authors to understand the meaning of digital competencies and skills and their development in Higher Education. Secondly, we have analysed the conceptual knowledge using Web of Science; its use is growing rapidly in the research of articles or topics, being considered a topic to investigate and explore due to its importance and relevance.

References

Adams Becker, S., Cummins, M. D., Freeman, A., Hall Giesinger, C., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. The New Media Consortium.

Aguaded, I., Marí n-Gutié rrez, I., Dí az-Pareja, E. (2015). La alfabetizació n mediá tica entre estudiantes de primaria y secundaria en Andalucí a (Españ a). RIED. Revista Iberoamericana de Educación a Distancia, 18(2), 275-298.https://doi. org/10.5944/ried.18.2.13407

Alvarez, E., Núñez, P., & Rodríguez, C. (2017). Adquisición y carencia académica de competencias tecnológicas ante una economía digital. Revista Latina de Comunicación Social, 540-559.

Arranz, F. G., Blanco, S. i., & Ruiz, F. J. (2017). Competencias digitales ante la irrupción de la Cuarta Revolución Industriial. Estudos Em Comunicacao Communication, 6.

Aznar, I. R., Hinojo, M. A., & Romero, J. (2017). Percepciones de los futuros docentes respecto al potencial de la ludificación y la inclusión de los videojuegos en los procesos de enseñanza-aprendizaje. Educar, 53(1), 11-28.

Blayone, T., Usaca, S. U., Mykhailenko, O., & Romanets, I. (2020). Exploring technology attitudes and personal-cultural orientations as student readiness factors for digitalised work. Emerald Publishing, 6-44.

Bocconi, E., Chioccariello, A., Dettori, G., Ferrari, A., & Englehardt, K. (2016). “Developing Computational Thinking in Compulsory Education - Implications for policy and practice. JRC Working Papers, 21-60.

Bruderman, T., Aschemann, R., Füllsack, M., & Posch, A. (2019). Education for Sustainable Development 4.0: Lessons Learned from the University of Graz, Austria. MDPI, 2-8.

Calvani, A., Cartelli, A., Fini, A., & Ranieri, M. (2008). Models and instruments for assessing digital competence at school. Journal of E-Learning and Knowledge Society, 4(3), 183 – 193.

Casco Ló pez, J. (2018). Higher Education Institutions (IES) are in the urgent need to transfigure their educational policies and their teaching - learning models ( e.g. Casco López, Javier, 2018). Revista Iberoamericana para la Investigación y el Desarrollo Educativo.

Cateriano-Chavez, T. J., Rodrí guez-Rios, M. L., Patiñ o-Abrego, E. L., Araujo-Castillo, R. L., & Villalba-Condori, K. o. (2021). digital skills, methodology and evaluation in teacher trainers. Casmpus virtuales, 154-162.

Cazco, G. H., González, M. C., Abad, F. M., Altamirano, J. E., & Mazón, M. E. (2016). Determining factorsin acceptance of ICT by the university faculty in theirteaching practice. In: Proceedings of the FourthInternational Conference on TechnologicalEcosystems for Enhancing Multiculturality, (págs. 139-146).

Cilliers, E. J. (2017). THE CHALLENGE OF TEACHING GENERATION Z. PEOPLE: International Journal of So cial Scien ces, 188 -198.

Commission, E. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. JRC Science Hub, 8-9.

Có zar-Gutié rrez, R., De Moya-Martínez, M.V., Herná ndez-Bravo, J.A., Herná ndez-Bravo, J.R. (2016). Conocimiento y Uso de las Tecnologí as de la Informació n y las Comunicaciones (TIC) segú n el Estilo de Aprendizaje de los Futuros Maestros. Formación universitaria, 9(6), 105-118. https://doi.org/10.4067/S0718- 50062016000600010

Dafonte-Gó mez, A., Fabiá n Maina, M., & Garcí a-Crespo, O. (2021). Smartphone use in university students: An opportunity for learning. Media & Education Journal.

Damsa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ Agency and Online Education in Times of Crisis. Elservier, 24-27.

DIGCOMP. (2014). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. European Commission.

European. (2016). DigCompOrg. Digitally competent educational organisations. 17.

European. (2016). The Digital Competence Framework 2.0.

Eynon, R., & Malmberg, L. (2021). Lifelong learning and the Internet: Who benefits most from learning online? British Journal of Educational Technology.

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union, 34.

Galindo, F., Ruiz, S., & Ruiz, F. (2017). Competencias digitales ante la irrupción de la Cuarta Revolución Industrial. Estudos em Comunicação, 25(1),, 1-11.

García-Ruiz, R., & Pérez-Escoda, A. (2020). Comunicación y Educa-ción en un mundo digital y conectado. . Presentación, Icono 14, 18 (2), 7-10.

Gomez, A. T. (2017). ICT Competency Index in Higher Education Teachers. Campus Virtuales, 113-125.

González, J. H., & García, N. M. (2017). La construcción sociocultural de las habilidades digitales en el bachillerato. Dialnet, 421-444.

Heidari, E., Mehrvarz, |. M., Marzooghi, R., & Stoyanov, S. (2020). The role of digital informal learning in the relationship between students’ digital competence and academic engagement during the COVID-19 pandemic. Journal of Computer Assited Learning, 3-7.

Helsper, E., & Eynon, R. (2013). Pathways to digital literacy and engagement. European journal of communication, 28 (6).

Herná ndez, P. O., G. Gó mez Zermeñ o, M., & Zambrano Izquierdo, D. (2015). Assessment of digital skills in students for the implementation of a b-learning course of Architectural Language. Campus Virtuales, Vol. 4, num. 2, pp., 16-29.

Heuling, S. W., & Schulze, L. (2020). How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany? Open Access, 2-18.

IIomäki, L., Paavola, S., & Lakkala, M. (2016). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 655–679.

INTEF. (2017). Marco común de competencia digital docente. Obtenido de slideshare: http://www.slideshare.net/educacionlab/marco-comn-de-competencia-digital-docente-2017

Kim, H. J., Hong, A. J., & Song, H.-D. (2019). The roles of academic engagement and digital readiness in students’ achievements in university e-learning environments . International Jounal of Educational Technology , 2-18.

Krumsvik, R. (2011). Digital competence in norwegian teacher education and schools. Högre Utbildning, 1(1), 144-153.

Liesa Orús, M. V. (2016). Identificación de las fortalezas y debilidades de la competencia digital en el uso de aplicaciones de internet del alumno de primer curso del Grado de Magisterio. Revista Complutense de Educación, 27(2), 845-862.

López, G. D., & Catasús, M. G. (2015). Digital competence in design education. Case Study of BAU Design College of Barcelona (UVic). RELATEC, 52-63.

López_Meneses, E., Sirignano, F. M., Vázquez-Cano, E., & Ramírez-Hurtado, J. (2020). University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 1-2.

Maria Spante, S. S. (2018). Digital competence and digital literacy in highereducation research: Systematic review of conceptuse. Cogent Education, 5:1.

Mietule, I., Litavniece, L., Lonska, J., & Burova, O. (85-102). DIGITAL COMPETENCIES’ ASSESSMENT AND CHALLENGES OF ACADEMIC STAFF: THE CASE OF LATVIA. Entrepreneurship and Sustainability Issues ; 8(4), 2021.

Mingorance Estrada, A. C., Trujillo Torres, J. M., & Cáceres Reche, P. &. (2017). a productividad científica sobre MOOC: aproximación bibliométrica 2012-2016 a través de SCOPUS. RIED. Revista Iberoamericana de Educación a Distancia, 20(1), 39-58.

Monteiro, A. R., & Leite, C. (2021). Digital literacies in higher education: skills, uses, opportunities and obstacles to digital transformation . RED. Revista de Educación a Distancia. Núm. 65 Vol. 21. Artíc. 6, 1-20.

Persada, S. F., Ivanovski, J., & Miraja, B. b. (2020). Investigating Generation Z’ Intention to Use Learners’ Generated Content for Learning Activity: A Theory of Planned Behavior Approach. Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia: iJET; Vol. 15, No. 4.

Porlán Gutiérrez, I. (2011). Competencias del profesorado universitario en relación al uso de tecnologías de la información y comunicación. Dialnet.

Quiroz, J. S., Miranda, P., Gisbert, M., Morales, J., & Onetto, A. (2016). Indicators to Assess Digital Competence of Teachers in Initial Training in the Chile - Uruguay Contex. Revista Latinoamericana De Tecnología Educativa, 55-67.

Rodrigues, A., Machado-Taylor, M., Cerdeira, L., & Alves, H. (2021). Technological Skills in Higher Education—Different Needs and Different Uses. education sciences, 326.

Rodríguez_García, A.-M., Reche, M. P., & García, S. A. (2019). ScopusThe digital competence of the future teacher: bibliometric analysis of scientific productivity indexed in Scopus. International Journal of Educational Reserach and Innnovation.

Rodríguez-García, A. M., Aznar Díaz, I., Cáceres Reche, P., & Gómez García, G. (2019). Digital competence in higher education: analysis of the impact of scientific production indexed in Scopus database. Revista Espacios, 2-5.

Rodríguez-García, A. M., Cáceres-Reche, M. P., & Alonso-García, S. (2018). The digital competence of the future teacher: bibliometric analysis of scientific productivity indexed in Scopus. International Journal of Educational Research and Innovation (IJERI), 10, 317-333.

Rodríguez-García, A. M., Martínez, N., & Raso, F. (2017). La formación del profesorado en competencia digital: clave para la educación del siglo XXI. Revista Internacional de Didáctica y Organización Educativa, 3(2),, 46-65.

Rodríguez-García, A. M., Trujillo Torres, J. M., & Sánchez Rodríguez, J. (2019). Impacto de la productividad cientifica sobre la competencia digital de los futiros docentes: aproximación bibliométrica en Scopus y Web of Science. Revista Complutense de Educación, 623-637.

Salilul, H., & Hossain, A. &. (2016). Determinants of education quality: what makes students’ perception different?

Open Review of Educational Research, 3:1, 52-67.

Scuotto, V., & Morellato, M. (2013). Entrepreneurial Knowledge and Digital Competence: Keys for a Success of Student Entrepreneurship. Journal of the Knowledge Economy 4(3).

Shanti Jagannathan, S. R. (2019). Dominant recent trends impacting on jobs and labor markets - An Overview. International Journal of Training Research, 2-9.

Sillat, L. H., Tammets, K., & Laanpere, M. (2021). Digital Competence Assessment Methods in Higher Education: A Systematic Literature Review. Education Sciences, 9-11.

Spante, M., Sylvana Sofkova, H., & Mona Lundinand, A. A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5:1, 1519143, 11-21.

Spiteri, M., & Chang Rundgren, S. N. (2017). Maltese primary teachers’ digital competen- ce: implications for continuing professional development. European Journal of Teacher Education, 40(4), 521-534.

Tømte, C., Enochsson, A.-B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84,, 26-35.

Tejedor, S., Cervi, L., Pérez-Escoda, A., & Jumbo, F. T. (2020). Digital Literacy and Higher Education during COVID-19 Lockdown: Spain, Italy, and Ecuador. MDPI, 4-17.

Torres-Coronas, T., & Vidal-Blanco, M. (2015). Students and employers perception about the development of digital skills in higher education. Revista de educación, 367, 63-89.

UNESCO. (2008). Estándares de competencia en TIC para docentes. Londres: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. Obtenido de http://eduteka.icesi.edu.co/pdfdir/UNESCOEstandaresDocentes.pdf

Van Eck, N., & Waltman, L. (2010). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics 84, 523-538.

Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & de Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577-588.. https://doi.org/10.1016/j.chb.2017.03.010

van Laar, E., van Deursen, A. J., van Dijk, J. A., & de Haan, J. (2019). Examining the sequentiality of 21st-century digital skills: A path analysis. Paper presented at 69th Annual International Communication Association Conference 2019. Washington, United States: Communication Science.

Vuorikari, R., Punie, Y., S., C. G., & Van den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. JRC Science Hub, 1-20.

Zhao, Y., Llorente, A. M., & Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education Volume 168,.

Downloads

Published

2022-12-19

How to Cite

Fernández Jiménez, A. . (2022). Digital competencies and skills as a determinant factor in Higher Education: A bibliometric analysis. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 13(6), 1–17. https://doi.org/10.37467/revhuman.v11.4083