Formation Digital Intelligence of a Modern Economist: A Competence

Approach

Olena G. Glazunova

a

, Taisiia P. Saiapina

b

, Valentyna I. Korolchuk

c

, Olga M. Kasatkina

Tetiana V. Voloshyna

e

Digital Intelligence, Digital Security, Future Economist, Digital Economy, Digital Citizen, Digital Creator,

career development. The present paper analyzes the application of the competency approach to the formation

of digital intelligence using the tools of the moodle platform. In the e-learning course, digital learning content

was correlated with a competencies that are defined according to digital intelligence hoards. The authors

demonstrate the stages of formation, indicators for different levels of formation, content and examples of

educational representation of material. The results of the pilot study for achieving all three levels of digital

intelligence are also presented. A statistical analysis of the results of the experiment was carried out and their

relevance proved.

The use of digital technologies is transforming

a

https://orcid.org/0000-0002-0136-4936

e

https://orcid.org/0000-0001-6020-5233

f

https://orcid.org/0000-0002-6717-3884

activity in its various sectors. That is why the for-

mation and development of digital competences in

economists, both general and professional, is an im-

portant task for modern universities in preparing fu-

ture economists and improving their skills. “The pub-

lic interest in sustainable and continuous development

of the quality of labor resources and the increase

approach is meaningful, effective and supporting the

future professional realization of the students and it

should be prioritized. As a means of comparison with

the rich theoretical experience and established prac-

tice, it is a real helper for the development of the

higher education system as a responsibility not to the

document, but to the result” (Nikolova Koleva, 2021).

International and European institutions pay great at-

tention to the development of standards of digital

competence, in particular, the framework of digital in-

BACKGROUND

competences necessary for a knowledge-based soci-

ety. The EntreComp proposes a shared definition of

entrepreneurship as a competence, with the aim to

raise consensus among all stakeholders and to estab-

lish a bridge between the worlds of education and

levels that can then be adapted and customised into

different contexts from ICT business and stakeholder

application perspectives. The 41 competences of the

´

2018; L

´

opez-Meneses et al., 2020; Kuzminska et al.,

2019), TPACK-21 (Schmidt et al., 2009; Valtonen

et al., 2017; Miguel-Revilla et al., 2020).

Any framework of digital competence presented

necessarily requires mastery of the components of

digital intelligence. Park (Park, 2016) defines digital

intelligence as a set of social, emotional and cognitive

abilities that allow individuals to meet challenges and

Entrepreneurs are often pressed to create and

launch products and services as quickly as possible

to achieve a first-mover advantage in the market. In

and risks due to a lack of awareness and insufficient

funding. This can lead to theft of intellectual prop-

erty, project failure, and inaccurate risk assessment

(Plachkinova and Pittz, 2021).

nomic challenges. Such people demonstrate profes-

sionalism and value, an interest in understanding the

existing gaps in their digital competence and tech-

nology, using them for self-development and further

business growth (Park, 2019). At The Future of Jobs

ment for an economist mostly within the knowledge-

based society context (Suciu and Lacatus, 2014).

Teaching detailed and nuanced industry knowledge is

and practice-oriented training.

Digital data technology, information systems in

course layout aiming at the current problems from

six aspects of the curriculum, teaching content, teach-

ing resource, teaching method, teaching evaluation,

teacher training. Shraideh et al. (Shraideh et al.,

2018) conducted a practical course for teaching top-

ics of SAP Leonardo and SAP HANA by suggest-

ing model for conducting a capstone course consist-

ing of eight phases. The model is geared to teach-

work, welfare and lifestyle, the possession of the rel-

evant knowledge to solve these consequences; the use

of technology in a targeted manner to achieve better

objectives, effective use of digital content and tools

for their own benefit. At the same time, a modern

able to develop new ideas for solving the given tasks;

to use self-motivation and ingenuity in using tech-

nologies in professional activity, for allocating avail-

Organizations are faced with increasing complex-

Integration of digital security skills as an indepen-

dent variable is critical to the understanding of the use

of online protective measures. Having the necessary

skills and knowledge to engage in a cyber-safety be-

havior can help users avoid cyber-victimization, re-

are of key importance for organizational and individ-

ual success in an evolving society and labour market

in which information is a core resource (Burkell et al.,

digital technologies without compromising their data

It is widely acknowledged that emotional intelli-

gence is a crucial component in organizations. It has

been proved that leaders and employees who are emo-

tionally intelligent are more efficient, creative, and

make better decisions (Bonesso et al., 2020). In to-

day’s digital and technical environment, employers

are looking for personnel that can contribute to the or-

ganization not only with the use of technical skills but

mit digital content, independently organize communi-

cation channels for communications (for a large num-

ber of users inclusive); to store message histories, to

resume task on the needed Internet page, the ability to

use multiple communication tools without disrupting

gies and tactics in order to achieve the organization’s

goals. This level partly overlaps with Entrepreneurial

competence and is one of the main components of

Information technologies are rapidly evolving and

changing, along with that the term Digital Literacy is

constantly acquiring new interpretations. This means

that the role of information technologies in training

specialists in different areas is undergoing constant

change as well (Pangrazio, 2014; Santos and Serpa,

2017; Spante et al., 2018). As stressed by Murray

and P

´

erez (Murray and P

entering the university today have a high level of ex-

posure to digital technologies and media. However,

stand and use information in multiple formats with

emphasis on critical thinking”. The indicator of Digi-

ital Creator level, it is necessary to be able to work

with software environments for automation of pro-

cesses of economic data processing (statistical, ana-

lytical); to create and use database management sys-

tems, data warehouses; to create and use economic

and mathematical methods and models, diagnostic

methods of control and estimation of the level of eco-

nomic growth by means of automation using digital

Organizations require skilled and knowledgeable

Competency indicators have been developed for

each component of digital intelligence.

Indicators of digital intelligence skills at the level

ing honesty in technology use and self-efficacy by

finding ways to take advantage of the opportuni-

ties available to you in the digital environment);

of the use of digital technologies on health, pro-

ductivity of work, welfare and lifestyle, the pos-

session of the relevant knowledge to solve these

consequences; the use of technology in a targeted

manner to achieve better objectives, effective use

of digital content and tools for their own benefit);

occur; know the tools to overcome these negative

outcomes on the Internet);

eliminate technical and software cyber threats at

the level of the operating system; work in the net-

work, with personal data and copyrighted content;

know the types of threats in the digital environ-

ment, identify strategies and tools to be used to

avoid such threats; use digital technologies with-

out compromising their data and devices);

to be able to use various communication tools for

effective messaging);

organize, visualize and store economic data);

formation is and how it can be used, stored, pro-

cessed and shared on digital platforms along with

strategies and tools that help keep personal infor-

mation private and secure; is aware of copyright

licenses and Creative Commons tools, licensing

choices for licensors).

Indicators of digital intelligence skills at the level

economist’s understanding of how to be aware

solving the given tasks; to use self-motivation and

ingenuity in using technologies in professional

activity, for allocating available resources; select

and use digital technologies and information sys-

tems to plan and execute business processes);

risks of content they face on the Internet; under-

standing the strategies associated with appropriate

behavior, and the skills needed to develop; using

conflict management techniques to reduce cyber

ficiency or business losses); use tools, strategies

and protocols to ensure and improve data privacy

and security);

understand and use your own emotional states, to

be able to direct them; promote cooperation and

positive interaction between internal and external

interested parties in order to achieve the set goal;

understand and use your own emotional states,

which are derivative and primary to digital media

page, the ability to use multiple communication

tools without disrupting the workflow; ability to

creating and organize videoconferencing);

ware environments for automation of processes

of economic data processing (statistical, analyti-

cal); ability to create and use database manage-

ment systems, data warehouses; ability to create

and use economic and mathematical methods and

models, diagnostic methods of control and esti-

mation of the level of economic growth by means

of automation using digital tools; ability to model

and forecast economic processes using modern

rights regarding the ownership of information and

content hosted in a digital environment; ability to

distinguish between creative use and appropria-

identify and evaluate innovative business or so-

cial impact opportunities that are enhanced by

cure information environment for the business or-

ganization; ability to support cyber security in the

organization, providing advice and guidance on

potential risks and strategies for addressing them

by developing and adhering to already developed

communication strategies for organizations to en-

sure adoption and compliance of security policies

and standards that ensure a viable environment for

the enterprise);

The course content modules on Information Sys-

Information Systems for Economic Activity. The pro-

cess of forming appropriate skills in accordance with

the components of digital intelligence level “Digi-

tal Citizen” was provided by a set of educational re-

sources and services, tasks for laboratory work.

To determine the acquisition by students of the

necessary competencies by the means available in the

moodle system, the following was created:

The content of the competency framework cor-

responds to the components of digital intelligence

skills with have been added to the relevant e-learning

course.