Digital competence of the university student. A systematic and bibliographic update
Keywords:
Digital competencies, higher education, higher education institutions, university students.
Abstract
Society has experienced an essential technological revolution in recent decades, generating significant repercussions in the educational field, especially in higher education. This technological evolution demands the development of digital skills that allow us to face problems and situations in this environment.
In this sense, Higher Education Institutions (HEIs) have attached great importance to the training in digital skills of university students in their academic policies. Digital competence implies the knowledge, abilities, skills, and attitudes necessary to access, analyze, evaluate, reflect critically, create, and communicate in four key areas: technological, informational, multimedia, and communicative.
The objective of this article is to analyze documents related to the digital competencies of university students. To achieve this, a descriptive bibliometric study was carried out. Among the conclusions, the need to strengthen the training in digital skills of university students is highlighted so that they can take advantage of the communication tools available in the knowledge society.
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References
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Area-Moreira, M., Bethencourt-Aguilar, A., & Martín-Gómez, S. (2023). HyFlex: Teaching and Learning in a Hybrid and Flexible Way in Higher Education. Ried-Revista Iberoamericana de Educacion a Distancia, 26(1), 141-161. https://revistas.uned.es/index.php/ried/article/view/34023/26741
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi.org/10.1111/j.1467-8535.2007.00793.x
Boté-Vericad, J. J., Palacios-Rodríguez, A., Gorchs-Molist, M., & Cejudo-Llorente, C. (2023). Comparison of the teaching of digital competences between health science faculties in Andalusia and Catalonia. Educación Médica, 24(2), 100791. https://doi.org/10.1016/j.edumed.2023.100791
Carretero, S., Vuorikari, R., & Punie, Y. (2019). DigComp 2.1: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. EUR 29842 EN. Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC106281
Cerda González, C., León Herrera, M., Saiz Vidallet, J. L., & Villegas Medrano, L. (2022). Relación entre propósitos de uso de competencias digitales y variables asociadas a estudiantes de pedagogía chilenos. Edutec. Revista Electrónica De Tecnología Educativa, 82, 183-198. https://doi.org/10.21556/edutec.2022.82.2557
Chowdhury, S., Rahaman, M. S., & Mazumder, M. A. J. (2023). Global mapping of seawater desalination research: A bibliometric analysis of research trends from 1980–2022. Quality & Quantity, 1-22. https://doi.org/10.1007/s11135-023-01672-1
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
European Parliament. (2006). Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente. Recuperado de https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=celex%3A32006H0962
Fernández-Cerero, J., Montenegro-Rueda, M., & Fernández-Batanero, J. M. (2023). Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review. International Journal of Environmental Research and Public Health. 20(3), 2576. https://doi.org/10.3390/ijerph20032576
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
Fuertes-Alpiste, M., Molas-Castells, N., Martínez-Olmo, F., Rubio-Hurtado, M. J., & Galván Fernández, C. (2023). Videoconferencias interactivas en educación superior: una propuesta de mejora para el aprendizaje y la participación. RIED-Revista Iberoamericana De Educación a Distancia, 26(1), 265–285. https://doi.org/10.5944/ried.26.1.34012
Gabarda-Méndez, V., Marín-Suelves, D., Vidal-Esteve, M. I., & Ramón-Llin, J. (2023). Digital Competence of Training Teachers: Results of a Teaching Innovation Project. Education Sciences, 13(2), 162. https://doi.org/10.3390/educsci13020162
Gutiérrez-Pequeño, J. M., Anguita-Martínez, R., & Pradena-García, Y. P. (2023). Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students. Education Sciences, 13(1), 20. https://doi.org/10.3390/educsci13010020
Hernández-Sellés, N., Muñoz-Carril, P.-C., & González-Sanmamed, M. (2023). Roles del docente universitario en procesos de aprendizaje colaborativo en entornos virtuales. RIED-Revista Iberoamericana De Educación a Distancia, 26(1), 39–58. https://doi.org/10.5944/ried.26.1.34031
Hiebl, M. R. (2023). Sample selection in systematic literature reviews of management research. Organizational research methods, 26(2), 229-261. https://doi.org/10.1177/1094428120986851
Jugembayeva, B., & Murzagaliyeva, A. (2023). Physics Students’ Innovation Readiness for Digital Learning within the University 4.0 Model: Essential Scientific and Pedagogical Elements That Cause the Educational Format to Evolve in the Context of Advanced Technology Trends. Sustainability, 15(1), 233. https://doi.org/10.3390/su15010233
Kaloyanova, K., Leventi, N., & Kaloyanova, E. (2023) Evaluating computing students' digital skills and health literacy: A case from Bulgaria. Frontier in Public Health, 10, 1085842. https://doi.org/10.3389/fpubh.2022.1085842
Kassymova, G. M., Tulepova, S. B., & Bekturova, M. B. (2023). Perceptions of digital competence in learning and teaching English in the context of online education. Contemporary Educational Technology, 15(1), ep396. https://doi.org/10.30935/cedtech/12598
Krumsvik, R. J. (2011). Digital competence in the Norwegian teacher education and schools. Högre utbildning, 1(1), 39–51. https://hogreutbildning.se/index.php/hu/article/view/874
Kuntadi, I., Ana, A., Rohendi, D., Suryadi, D., Ab Halim, F., Sari, A. R., & Dwiyanti, V. (2022). Towards Digital TVET: A Comparative Study on Students’ Readiness in The Industry Digital Demands in Indonesia and Malaysia. Journal of Technical Education and Training, 14(3), 79-93. https://doi.org/10.30880/jtet.2022.14.03.008
Latorre-Cosculluela, C., Sierra-Sánchez, V., Rivera-Torres, P., & Liesa-Orús, M. (2023). ICT efficacy and response to different needs in university classrooms: effects on attitudes and active behaviour towards technology. Journal of Computing in Higher Education, 1-18. https://link.springer.com/article/10.1007/s12528-023-09357-2
León Lizárraga, I. A., René Contreras Cázarez, C., & León Duarte, G. A. (2022). Competencia digital en estudiantes universitarios: conductas en la comunicación y creación de contenido en espacios virtuales. Edutec. Revista Electrónica De Tecnología Educativa, (82), 45-58. https://doi.org/10.21556/edutec.2022.82.2639
Marimon-Martí, M., Romeu, T., Usart, M., & Ojando, E. S. (2023). Análisis de la autopercepción de la competencia digital docente en la formación inicial de maestros y maestras. Revista de Investigación Educativa, 41(1), 51–67. https://doi.org/10.6018/rie.501151
Marchwacka, M. A., Kugler, J., Schaal, T., & Tolks, D. (2023). Digitale Hochschullehre im ersten COVID-19-Semester. Ergebnisse einer Befragung von Lehrenden in Public Health, Medizin und Pflege. Prevention and Health Promotion, 18(1), 22-29. https://doi.org/10.1007/s11553-022-00937-1
Martínez-Corona, J. I., Palacios-Almón, G. E., & Oliva-Garza, D. B. (2023). Guía para la revisión y el análisis documental: Propuesta desde el enfoque investigativo. Ra Ximhai, 19(1). https://doi.org/10.35197/rx.19.01.2023.03.jm
Mateescu, M., Pimmer, C., Zahn, C., Klinkhammer, D., & Reiterer, H. (2021). Collaboration on large interactive displays: a systematic review. Human–Computer Interaction, 36(3), 243-277. https://doi.org/10.1080/07370024.2019.1697697
Merchán-Murillo, A. (2022). Digital Competence for Teachers and Students in a Legal and University Context. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 13(1), 1–8. https://doi.org/10.37467/revhuman.v11.4006
Morra, C. N., Fultz, R., & Raut, S. A. (2022). A Lesson from the Pandemic: Utilizing Digital Tools to Support Student Engagement during Instructional Assistant-Led Sessions. Journal of Microbiology & Biology Education, 23(3), e00143-22. https://doi.org/10.1128/jmbe.00143-22
Núñez-Canal, M., de Obesso, M. D. L. M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & education, 37(2), 163-178. https://doi.org/10.1016/S0360-1315(01)00045-8
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems. https://doi.org/10.1016/j.iotcps.2023.04.003
Ramírez-Montoya, M. S., & García-Peñalvo, F. J. (2017). La integración efectiva del dispositivo móvil en la educación y en el aprendizaje. Revista Iberoamericana de Educación a Distancia, 20(2), 29-47. https://doi.org/10.5944/ried.20.2.18884
Romero, M., Romeu, T., Guitert, M., & Baztán, P. (2023). La transformación digital en la educación superior: el caso de la UOC. RIED-Revista Iberoamericana De Educación a Distancia, 26(1), 163–179. https://doi.org/10.5944/ried.26.1.33998
Silva-Quiroz, J., Morales-Morgado, E.M. (2022). Assessing digital competence and its relationship with the socioeconomic level of Chilean university students. Int J Educ Technol High Educ 19, 46. https://doi.org/10.1186/s41239-022-00346-6
Siri-Sollied, M., Habbestad, H., & Borch, I, H. (2023). Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online. Educ Inf Technol, 28, 37–55 (2023). https://doi.org/10.1007/s10639-022-11135-z
Alonso-García, S., Victoria-Maldonado, J. J., García-Sempere, P. J., & Lara-Lara, F. (2023). Student evaluation of teacher digitals skills at Granada University. Frontiers, 7. https://doi.org/10.3389/feduc.2022.1069245
Anthonysamy, L. (2022). Motivational beliefs, an important contrivance in elevating digital literacy among university students. Heliyon, 8(12), e11913. https://doi.org/10.1016/j.heliyon.2022.e11913
Area-Moreira, M., Bethencourt-Aguilar, A., & Martín-Gómez, S. (2023). HyFlex: Teaching and Learning in a Hybrid and Flexible Way in Higher Education. Ried-Revista Iberoamericana de Educacion a Distancia, 26(1), 141-161. https://revistas.uned.es/index.php/ried/article/view/34023/26741
Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. https://doi.org/10.1111/j.1467-8535.2007.00793.x
Boté-Vericad, J. J., Palacios-Rodríguez, A., Gorchs-Molist, M., & Cejudo-Llorente, C. (2023). Comparison of the teaching of digital competences between health science faculties in Andalusia and Catalonia. Educación Médica, 24(2), 100791. https://doi.org/10.1016/j.edumed.2023.100791
Carretero, S., Vuorikari, R., & Punie, Y. (2019). DigComp 2.1: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. EUR 29842 EN. Publications Office of the European Union. https://publications.jrc.ec.europa.eu/repository/handle/JRC106281
Cerda González, C., León Herrera, M., Saiz Vidallet, J. L., & Villegas Medrano, L. (2022). Relación entre propósitos de uso de competencias digitales y variables asociadas a estudiantes de pedagogía chilenos. Edutec. Revista Electrónica De Tecnología Educativa, 82, 183-198. https://doi.org/10.21556/edutec.2022.82.2557
Chowdhury, S., Rahaman, M. S., & Mazumder, M. A. J. (2023). Global mapping of seawater desalination research: A bibliometric analysis of research trends from 1980–2022. Quality & Quantity, 1-22. https://doi.org/10.1007/s11135-023-01672-1
Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: understanding conceptual change and development in practice. Higher Education Research & Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
European Parliament. (2006). Recomendación del Parlamento Europeo y del Consejo de 18 de diciembre de 2006 sobre las competencias clave para el aprendizaje permanente. Recuperado de https://eur-lex.europa.eu/legal-content/ES/TXT/?uri=celex%3A32006H0962
Fernández-Cerero, J., Montenegro-Rueda, M., & Fernández-Batanero, J. M. (2023). Impact of University Teachers’ Technological Training on Educational Inclusion and Quality of Life of Students with Disabilities: A Systematic Review. International Journal of Environmental Research and Public Health. 20(3), 2576. https://doi.org/10.3390/ijerph20032576
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
Fuertes-Alpiste, M., Molas-Castells, N., Martínez-Olmo, F., Rubio-Hurtado, M. J., & Galván Fernández, C. (2023). Videoconferencias interactivas en educación superior: una propuesta de mejora para el aprendizaje y la participación. RIED-Revista Iberoamericana De Educación a Distancia, 26(1), 265–285. https://doi.org/10.5944/ried.26.1.34012
Gabarda-Méndez, V., Marín-Suelves, D., Vidal-Esteve, M. I., & Ramón-Llin, J. (2023). Digital Competence of Training Teachers: Results of a Teaching Innovation Project. Education Sciences, 13(2), 162. https://doi.org/10.3390/educsci13020162
Gutiérrez-Pequeño, J. M., Anguita-Martínez, R., & Pradena-García, Y. P. (2023). Social Media Labs in the Social Education Degree: Exploring Digital Competences of University Students. Education Sciences, 13(1), 20. https://doi.org/10.3390/educsci13010020
Hernández-Sellés, N., Muñoz-Carril, P.-C., & González-Sanmamed, M. (2023). Roles del docente universitario en procesos de aprendizaje colaborativo en entornos virtuales. RIED-Revista Iberoamericana De Educación a Distancia, 26(1), 39–58. https://doi.org/10.5944/ried.26.1.34031
Hiebl, M. R. (2023). Sample selection in systematic literature reviews of management research. Organizational research methods, 26(2), 229-261. https://doi.org/10.1177/1094428120986851
Jugembayeva, B., & Murzagaliyeva, A. (2023). Physics Students’ Innovation Readiness for Digital Learning within the University 4.0 Model: Essential Scientific and Pedagogical Elements That Cause the Educational Format to Evolve in the Context of Advanced Technology Trends. Sustainability, 15(1), 233. https://doi.org/10.3390/su15010233
Kaloyanova, K., Leventi, N., & Kaloyanova, E. (2023) Evaluating computing students' digital skills and health literacy: A case from Bulgaria. Frontier in Public Health, 10, 1085842. https://doi.org/10.3389/fpubh.2022.1085842
Kassymova, G. M., Tulepova, S. B., & Bekturova, M. B. (2023). Perceptions of digital competence in learning and teaching English in the context of online education. Contemporary Educational Technology, 15(1), ep396. https://doi.org/10.30935/cedtech/12598
Krumsvik, R. J. (2011). Digital competence in the Norwegian teacher education and schools. Högre utbildning, 1(1), 39–51. https://hogreutbildning.se/index.php/hu/article/view/874
Kuntadi, I., Ana, A., Rohendi, D., Suryadi, D., Ab Halim, F., Sari, A. R., & Dwiyanti, V. (2022). Towards Digital TVET: A Comparative Study on Students’ Readiness in The Industry Digital Demands in Indonesia and Malaysia. Journal of Technical Education and Training, 14(3), 79-93. https://doi.org/10.30880/jtet.2022.14.03.008
Latorre-Cosculluela, C., Sierra-Sánchez, V., Rivera-Torres, P., & Liesa-Orús, M. (2023). ICT efficacy and response to different needs in university classrooms: effects on attitudes and active behaviour towards technology. Journal of Computing in Higher Education, 1-18. https://link.springer.com/article/10.1007/s12528-023-09357-2
León Lizárraga, I. A., René Contreras Cázarez, C., & León Duarte, G. A. (2022). Competencia digital en estudiantes universitarios: conductas en la comunicación y creación de contenido en espacios virtuales. Edutec. Revista Electrónica De Tecnología Educativa, (82), 45-58. https://doi.org/10.21556/edutec.2022.82.2639
Marimon-Martí, M., Romeu, T., Usart, M., & Ojando, E. S. (2023). Análisis de la autopercepción de la competencia digital docente en la formación inicial de maestros y maestras. Revista de Investigación Educativa, 41(1), 51–67. https://doi.org/10.6018/rie.501151
Marchwacka, M. A., Kugler, J., Schaal, T., & Tolks, D. (2023). Digitale Hochschullehre im ersten COVID-19-Semester. Ergebnisse einer Befragung von Lehrenden in Public Health, Medizin und Pflege. Prevention and Health Promotion, 18(1), 22-29. https://doi.org/10.1007/s11553-022-00937-1
Martínez-Corona, J. I., Palacios-Almón, G. E., & Oliva-Garza, D. B. (2023). Guía para la revisión y el análisis documental: Propuesta desde el enfoque investigativo. Ra Ximhai, 19(1). https://doi.org/10.35197/rx.19.01.2023.03.jm
Mateescu, M., Pimmer, C., Zahn, C., Klinkhammer, D., & Reiterer, H. (2021). Collaboration on large interactive displays: a systematic review. Human–Computer Interaction, 36(3), 243-277. https://doi.org/10.1080/07370024.2019.1697697
Merchán-Murillo, A. (2022). Digital Competence for Teachers and Students in a Legal and University Context. HUMAN REVIEW. International Humanities Review / Revista Internacional De Humanidades, 13(1), 1–8. https://doi.org/10.37467/revhuman.v11.4006
Morra, C. N., Fultz, R., & Raut, S. A. (2022). A Lesson from the Pandemic: Utilizing Digital Tools to Support Student Engagement during Instructional Assistant-Led Sessions. Journal of Microbiology & Biology Education, 23(3), e00143-22. https://doi.org/10.1128/jmbe.00143-22
Núñez-Canal, M., de Obesso, M. D. L. M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in Covid times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270
Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & education, 37(2), 163-178. https://doi.org/10.1016/S0360-1315(01)00045-8
Ray, P. P. (2023). ChatGPT: A comprehensive review on background, applications, key challenges, bias, ethics, limitations and future scope. Internet of Things and Cyber-Physical Systems. https://doi.org/10.1016/j.iotcps.2023.04.003
Ramírez-Montoya, M. S., & García-Peñalvo, F. J. (2017). La integración efectiva del dispositivo móvil en la educación y en el aprendizaje. Revista Iberoamericana de Educación a Distancia, 20(2), 29-47. https://doi.org/10.5944/ried.20.2.18884
Romero, M., Romeu, T., Guitert, M., & Baztán, P. (2023). La transformación digital en la educación superior: el caso de la UOC. RIED-Revista Iberoamericana De Educación a Distancia, 26(1), 163–179. https://doi.org/10.5944/ried.26.1.33998
Silva-Quiroz, J., Morales-Morgado, E.M. (2022). Assessing digital competence and its relationship with the socioeconomic level of Chilean university students. Int J Educ Technol High Educ 19, 46. https://doi.org/10.1186/s41239-022-00346-6
Siri-Sollied, M., Habbestad, H., & Borch, I, H. (2023). Valuable unintended learning outcomes when practicum for student teachers in kindergartens is carried out online. Educ Inf Technol, 28, 37–55 (2023). https://doi.org/10.1007/s10639-022-11135-z
Published
2023-08-30
How to Cite
Marrero-Sánchez, O., & Vergara-Romero, A. (2023). Digital competence of the university student. A systematic and bibliographic update. Amazonia Investiga, 12(67), 9-18. https://doi.org/10.34069/AI/2023.67.07.1
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