The Role of Digital Competency in Educational Process of Participants

When Designing a Digital Educational Environment

Nataliia V. Morze

and Viktoriia O. Kucherovska

Borys Grinchenko Kyiv University, 18/2 Bulvarno-Kudriavska Str., Kyiv, 04053, Ukraine

Keywords:

Digital Educational Environment, Educational Strategies, Digitization of Education, SELFIE Tool, Digital

Skills, K-12 Educational Policy.

Abstract:

Graduates’ digital competency isn’t a new demand. On the contrary, it is a necessity, which is a response to the

world’s tendencies. Not taking into account the fact that those concepts today are among the hottest topics, and

the most asked questions, there is still a lack of practical research and use, the results received from practice.

Measuring digital competency is a key task for educational institutions to keep following their current state

and to respond to the issues in time. Having this information, educational institutions could create studying

programs, which would provide personal and professional development for education applicants. That’s why

the research covers a theoretical overview of the tools needed for estimating digital competency, and the

importance of creating an educational policy on digital technology usage is described. The importance of

conducting surveys about digital competency levels is justiﬁed in this work as well.

1 INTRODUCTION

Today digitalization has become one of the most sig-

niﬁcant tendencies of civilization development. Dig-

italization of objects and attributes shapes inclusive

society and contributes to the renewal of management

mechanisms, giving continuous access to health pro-

tection, education, and the economic sector. It raises

the quality and number of governmental services be-

ing included and broadens opportunities for coopera-

tion for people. The pandemic of COVID-19 and the

war in Ukraine have proved the importance and neces-

sity of spreading and popularizing digital technolo-

gies for ensuring safety, equal access to informational

sources, national well-being, and stability of econom-

ical processes.

A modern graduate of a secondary educational in-

stitution must be competitive, mobile, and ready for

constant learning. Such demands must lead to the

renovation of the structure and content of educational

services given by institutions of secondary education.

Using and mastering the newest forms of educational

activity, the modernisation of educational approaches

will contribute to forming competent specialists, who

will meet the needs and demands of Industry 4.0. In

https://orcid.org/0000-0003-3477-9254

https://orcid.org/0000-0002-4064-9416

its turn, Industry 4.0 provides an implementation of

new digital solutions for the optimization of produc-

tion systems. New development opportunities appear

thanks to the connection between Industry 4.0 oppor-

tunities and educational transformations. Education

of workers for connecting complex productive envi-

ronments plays a key role. The main educational role

is in the development of competencies, necessary for

a competitive and changeable market. Digital compe-

tency is the main condition for transformation in the

4th Industrial Revolution.

Such challenges and demands of the time caused

the need for approval and implementation of The Dig-

ital Competence Framework for Citizens in Ukraine

(Ministry of Digital Transformation of Ukraine,

2021b). The Framework was adapted after a complex

expert analysis counting on the results of projects and

scientiﬁc works concerning the development of dig-

ital competency in Ukraine and outside its borders.

The Framework is based on the European model Dig-

Comp 2.1, which is adapted for the national, cultural,

educational, and economic features of the country.

Yet we can see that until now the essence of edu-

cation has stayed still, and conditions of learning and

teaching are being changed very slowly and too care-

fully. On the governmental level documents which are

supposed to regulate the implementation and spread-

ing of digital technologies are being used, although

Morze, N. and Kucherovska, V.

The Role of Digital Competency in Educational Process of Participants When Designing a Digital Educational Environment.

DOI: 10.5220/0012067500003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 751-759

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

751

the system of their usage is still incomplete.

The purpose of the article is to deﬁne the role of

digital competency of participants in the educational

process in projecting a digital educational environ-

ment.

2 LITERATURE REVIEW

Nowadays the question of learning theoretical,

methodological and methodical aspects of digital

transformation of secondary education and the cre-

ation as well as effective usage of the digital pol-

icy in an educational institution is fairly actual and

not fully explored and summarised in the realisation

of the Concept of a New Ukrainian school (Elkin

et al., 2017), renewed Law of Ukraine “On the full

secondary education” (Verkhovna Rada of Ukraine,

2020) and Framework of digital competency for citi-

zens (Ministry of Digital Transformation of Ukraine,

2021b).

Problems of digital education are at the center of

the pedagogical community attention, as evidenced

by numerous conceptual and thorough studies of for-

eign and domestic scientists.

Berawi et al. (Berawi et al., 2020) claim that the

spread of innovations changes stable economic sys-

tems and causes structural changes in various areas.

Innovations become the basis of the need for digital-

ization of society. According to authors, digital tech-

nologies are used to manage integrated product life

cycles and improve efﬁcient, reliable and sustainable

business operations. Artiﬁcial intelligence, internet

of things, machine learning, blockchain, big data and

other digital technologies are creating new conditions

for the development of economies.

Zawacki-Richter and Anderson (Zawacki-Richter

and Anderson, 2014) gives advice on how to organize

distance education describing the positive aspects of

distance education practices such as: cost issues, so-

cial justice issues, cultural biases, etc.

Gillpatrick (Gillpatrick, 2020) believes that the

key drivers for changing education are the rapid intro-

duction of new digital technologies, the development

of new educational delivery systems, economic mod-

els as well as changing educational expectations from

a new generation of learners, digital natives.

Gavrilova and Voronova (Gavrilova and

Voronova, 2018) describes the theoretical as-

pects of modern digital environment development.

The scientists describes the importance of digital cul-

ture skills as an indicator of successful pedagogical

activity in the structure of the digital environment.

Barna and Kuzminska (Barna and Kuzminska,

2020) notes that today’s challenges accelerate the pro-

cesses of transformation of educational institutions.

They describe the importance of designing, apply-

ing and developing a digital educational environment,

the degree of possession of digital competences by

all participants of the educational process. Analyzes

of indicators of the educational institution’s readi-

ness for digital transformation and tools for their as-

sessment are conducted. Digitization of educational

environments (unlike to informatization) involves a

change in the implementation of educational business

processes, the creation of new services and forms of

interaction for maximum realization of the potential

of the educational process subjects and ensuring the

accelerated development and evolution of institutions,

economy and the state.

Morze and Strutynska (Morze and Strutynska,

2021) analyses the digital transformation processes

currently taking place in the economy, production, ed-

ucation and society as a whole. Scientists assume that

the driver of digital transformation is the inﬂuence of

digital technologies. One of the key issues for the im-

plementation of digital transformation is changes in

the way of thinking and requirements for the compe-

tences of employees in the industry. First of all, it is

related to people’s understanding of digital transfor-

mation processes and their ability to use digital tech-

nologies effectively.

Researchers of the problems of education trans-

formation pay considerable attention to the manage-

ment of the formation of the state educational policy

and directions of its development, part of which is

the educational policy in the ﬁeld of the use of dig-

ital technologies. Methodological principles and var-

ious aspects of the implementation of the state edu-

cational policy in the ﬁeld of education management

were studied by Karim (Karim, 2021). The author

described the stages of design and implementation of

the development of educational policy and practice in

a globalized world

Hardy et al. (Hardy et al., 2021) describes Fin-

land’s experience from reforms to real implementa-

tion.

Separate issues of the digital transformation of

educational policy highlighted in (Kuzminska and

Nanaieva, 2016; Sych et al., 2021).

3 RESEARCH RESULTS

In 2021 the Concept of the development of digital

competences was accepted (Cabinet of Ministers of

Ukraine, 2021). This move was more than just neces-

sary, as the absence of conceptual basics of how to

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752

form educational policy in the digitalization sphere

doesn’t allow to provide the development of other

spheres according to modern demands, tendencies,

and processes of global economic digitalization. The

concept is made for solving speciﬁc tasks:

• deﬁning law regulation of aspects of digital com-

petencies;

• forming demands and descriptions for necessary

digital competencies;

• renewing professional standards;

• shaping demands for digital competencies in edu-

cational institutions;

• creating an indication system for monitoring the

development of digital skills and digital compe-

tencies;

• coordination of actions for the realization of gov-

ernmental policy in the sphere of digital develop-

ment and digital competencies.

The main obstacle on the way to creating digital

transformation of the educational process is the lack

of understanding of where to start, the absence of a

systematic view and understanding of necessary and

sufﬁcient measures for a successful digital transfor-

mation as such. As the perspective of radical changes

can be deceitful, it is important to understand which

strategy to choose and how to develop an effective

educational policy in the digital sphere and create

a quality educational environment. Conduction of

studies on the digital literacy of education applicants,

graduates, pedagogical workers, and managers will

contribute to the search for the right way for creating

educational policies.

The approval of the Framework of digital compe-

tencies for citizens (Ministry of Digital Transforma-

tion of Ukraine, 2021b) makes demands for all the

participants in the educational process as the basics

of computer literacy, information literacy, the ability

to work with data, creating digital content, commu-

nication and interaction in a digital society, digital

safety, problem-solving in a digital society and life-

long learning are the competencies everybody work-

ing in educational sphere needs. Measures, described

in the Framework, are wholesome and in one way

or another, they deﬁne the necessary set of skills for

teachers, students and managers. Those skills are

necessary for both domestic and professional aspects.

Usage of the Framework forwards adding and chang-

ing professional standards and demands for positions,

also the creation of the programs for studies, training,

and educational resources. Creating detailed profes-

sional Frameworks will contribute to increasing com-

petitiveness and the level of giving services.

The Ministry of digital transformation of Ukraine

together with the Ministry of Education and Science

of Ukraine has created a project called “Conceptual

referent Framework of digital competency of peda-

gogical and scientiﬁcally pedagogical workers” (Min-

istry of Digital Transformation of Ukraine, 2021a).

The European model of Framework for educators

called “The Digital Competence Framework for Ed-

ucators” (DigCompEdu) is the base of the Ukrainian

one (European Commission et al., 2017). The Frame-

work for educators includes 5 measures, 5 spheres,

22 competencies and 5 levels of owning. It char-

acterises digital technology in education as a trans-

formed environment, which gives extended possibil-

ities for learning without borders in time and loca-

tion. Thanks to using the Framework comes up the

opportunity of projecting individual education trajec-

tories for educational applicants. New approaches for

using technologies will contribute to a faster change

from simple consumption of electronic resources to

their creation. According to the approach described

in the Framework, the teacher becomes a guide in the

digital world instead of being a library full of knowl-

edge as it used to be. Therefore, it becomes a push

for increasing the level of personal competencies for

teachers and managers of educational institutions.

Poor level of digital competency among teach-

ers makes the process of forming high competency

among students much slower. The results of the dig-

ital competency level made by the Ministry of digital

transformation in 2021 (Ministry of Digital Transfor-

mation of Ukraine, 2021c) showed that almost 30 %

of studying youngsters in the secondary educational

institution system, 14 % in the secondary special edu-

cation system and 3 % in unﬁnished higher education

don’t have basic digital skills and 39.4 %, 47.2 %,

26.7 % accordingly have skills on the level lower than

medium.

In 2019 (Ministry of Digital Transformation of

Ukraine, 2019) for the ﬁrst time in the history of

Ukraine, there was a sociological survey of the dig-

ital skills of citizens. After getting the results, the

design of a National online platform for developing

digital literacy started. Thus for today, we have al-

ready formed a certain bank of National testing for

digital literacy (Ministry of Digital Transformation of

Ukraine, 2023):

• Digigram 1.0 for citizens;

• Digigram 2.0 for citizen;

• For government workers;

• For medical workers;

• For teachers;

• ICDL Ukrainian digital citizen.

The Role of Digital Competency in Educational Process of Participants When Designing a Digital Educational Environment

753

Digigram is a national test for estimating digital

competencies. It consists of 90 questions. The tasks

of the test are gathered according to the spheres of

knowledge from the European The Digital Compe-

tence Framework for Citizens of DigComp 2.1. (Car-

retero et al., 2017), adapted by Ukrainian experts.

In 2021 (Ministry of Digital Transformation of

Ukraine, 2021c) there was a repeated survey of dig-

ital literacy done among Ukrainians, and the follow-

ing results were received. The questionnaire was held

among 1800 respondents from 18 to 70 y.o. as a face-

to-face interview, 410 respondents from 17 y.o. in

an online format, 401 respondents from occupied ter-

ritories of Donetsk and Luhansk region from 18 to

60 as a face-to-face interview, 349 respondents with

hearing problems as an online questionnaire, and also

8 groups of respondents of other categories, specif-

ically workers of medical sphere (doctors), educa-

tional sphere (teachers), local authorities and commu-

nal services sphere, elderly people (people of 60 and

more years). For comparison, in 2019, the sample

consisted of the following respondents: 1800 respon-

dents from 18 to 70 y.o. as a face-to-face interview,

859 people from 10 to 17 as a face-to-face interview,

400 respondents from occupied territories of Donetsk

and Luhansk region from 18 to 70 as a face-to-face

interview, 219 respondents from 18 to 59 respondents

with hearing problems as a questionnaire.

In the new research, we can see the dynamics of

changes, the majority of which move to improvement.

This way for the period of the 2019-2021 years the

part of people who have Internet access rose by 4 %.

The situation in 2021 was that 92 % of respondents

had access to the web. For the majority of participants

who didn’t have access, the access wasn’t considered

a necessity.

Compared to 2019 (Ministry of Digital Transfor-

mation of Ukraine, 2019) the part of those who don’t

set Internet at home because of not being able to use it

has shrunk by 17 %. We can see a decrease among re-

spondents who have the “No skills” category and, as

an outcome, the number of people with levels identi-

ﬁed as “Basic” and higher, increases.

Dynamics of increase of digital skills is visible ac-

cording to the next parameters:

• 36.8 % skills of creating digital content (+6.7 %);

• 79.2 % communicative skills (+3.5 %);

• 78.9 % informational skills (+2.8 %);

• 55,8 % skills of solving life problems (+2.6 %).

It is worth mentioning that from 2019 (Ministry

of Digital Transformation of Ukraine, 2019) the most

developed skills have been informational and commu-

nicative. Demand for digital skills is partially caused

by increasing the number of people who within the

last year faced problems connected to safety because

of using the internet. Compared to the year 2019, the

percentage of victims increased almost by 12 % and

became 45.7 % of participants. From them, 37.3 %

of Ukrainians faced ﬁshing last year, and 18 % faced

farming. A positive conclusion is the fact that almost

half more people compared to 2019 (Ministry of Dig-

ital Transformation of Ukraine, 2019) became more

careful and aware while using the Internet.

According to the research from 2019 (Ministry of

Digital Transformation of Ukraine, 2019), 53 % of the

population of Ukraine had digital skills lower than a

basic level, in 2021 shrunk by 5.2 % or 1.42 million

people and now is 47.8 %.

The percentage of people who used the Internet

within the last 3 months at the moment of the survey

was 88 % of the respondents, and 93 % of them did

it almost every day. The most popular place for using

the Internet was and stays home (89 % of Ukrainians),

second place is work and place of study. The leader

device for using the Internet is still a smartphone.

52 % of participants mention that they tried online

tools, the most spread of which are applications for

buying goods online, monitoring news on the Internet,

and remote working for the ﬁrst time during COVID-

19. The third part of the respondents mentioned that

since the pandemic started, they began spending more

time online. 53 % of asked Ukrainians aged from 18

to 70 y.o. buy things online and this indicator is 13 %

higher than in 2019 (Ministry of Digital Transforma-

tion of Ukraine, 2019). Most people buy clothes, and

domestic goods and make regular payments.

An average Ukrainian spends approximately 3

hours 50 minutes online during the weekdays and 4

hours 05 minutes at the weekend.

8 from 10 of the participants think that using the

Internet has more advantages than disadvantages, and

44.4 % are interested in improving their digital skills.

The most interested in learning is the group of young

people from 10 to 29 years old. Respondents are inter-

ested in learning the basics of online safety, quick and

efﬁcient searching for information on the net, being

able to differentiate between reliable and non-reliable

sources and using online banking services.

Therefore, there is a need in ensuring that society

is ready for gaining the key competencies for the dig-

ital technologies sphere. Experience shows, that for

the development of the digital competency of stake-

holders in the educational process the sufﬁcient con-

dition is creating a digital educational environment,

effective usage of which will lead to ensuring the

quality of the results of educational activities of stu-

dents.

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754

The educational policy can fasten the progress

of renewing approaches to using digital educational

technologies. A clear plan for all the interaction lev-

els will contribute to broadening the opportunities of

educators for using digital technologies which help

their professional activity.

For creating educational policy, it is essential to

deﬁne the outer and inner components of the educa-

tional environment and tools to use, the efﬁcient way

for interaction between the participants of the educa-

tional process and the way of coordination, manage-

ment, and estimation of the results. It is important to

note that such activity isn’t limited to working on an

educational institution’s territory, on the contrary, it

continues to exist outside of those institutions, thanks

to digital tools as well as other tools.

Based on scientiﬁc research analysis (Kulesz,

2017) we created a model showing the ways of pro-

jecting a digital educational environment (ﬁgure 1).

Relying on the model and The Digital Compe-

tence Framework for Citizens (Ministry of Digital

Transformation of Ukraine, 2021b), we can create

an algorithm for the implementation of digital edu-

cational policy in a secondary school institution (ﬁg-

ure 2).

Innovations have great potential for ensuring the

quality of educational programs, although partici-

pants of the educational process may not be ready for

the integration of the technologies and not have corre-

sponding knowledge and skills for using them. Suc-

cessful usage of digital technologies in an educational

program relies on teachers’ and managers’ readiness

for accepting changes (Intel, 2019).

The world has already got different resources

and tools for estimating the digital competency level.

For instance, MyDigiSkills, Wheel of digital compe-

tency, Digital Skills and Jobs Platform, Digigram, and

SELFIE.

MyDigiSkills is a tool allowing to deﬁne the level

of digital competency based on each of ﬁve areas

of the European system of The Digital Competence

Framework for Citizens (DigComp) (Carretero et al.,

2017):

• Informational literacy and data literacy;

• Communication and cooperation;

• Creating digital content;

• Safety;

• Problem solving.

The resource is available in Ukrainian, and the on-

line questioning lasts for about 20 minutes and con-

sists of 82 questions approximately.

The Wheel of digital competency is an online test

for deﬁning digital competency. It is available in En-

glish. The Wheel is designed by the Digital compe-

tency centre. The purpose of the survey is to create

an understanding of the level of personal digital com-

petency and to suggest resources for further develop-

ment. The Wheel of digital competency is also theo-

retically based on an exploratory project of EU Dig-

Comp (Carretero et al., 2017).

Digital Skills and Jobs Platform is an online plat-

form with an opportunity to estimate the digital com-

petency level. According to the conclusions of the

survey, there is an opportunity to create a road map

for the development of your competencies based on

interests and goals, and afterwards, there is the possi-

bility of taking such a course on the platform.

From the point of view of the analysis of sec-

ondary educational institutions, therefore the main

step before designing ICT policy should be the

SELFIE tool (JRC et al., 2021), using which is, in our

opinion, a necessary condition for creating an educa-

tional institution’s outer policy in the sphere of digi-

talization of educational environment.

SELFIE is a free online tool, which helps schools

estimate their usage of digital technologies for inno-

vative and effective learning. This process of self-

evaluation helps to start a dialogue about potential

directions for development at schools. Thanks to

SELFIE, schools can make a short description of

where they stand in using digital technologies, taking

into account boards of teachers, students and class tu-

tors (JRC et al., 2021).

Usage of SELFIE by educational institutions is an

important tool of the algorithm for implementing a

digital policy of an educational institution. SELFIE

lets schools ﬁnd key problems in digitalization, form

the ways of their solving, and set speciﬁc goals for

key indicators of efﬁciency.

During 2020-2021 ninety-one educational institu-

tions piloted SELFIE. The general quantity of respon-

dents was 12714, 10447 were students, 1899 teach-

ers and 368 institutions managers. 1193 primary edu-

cational institutions, 10592 secondary school institu-

tions, and 929 professional education institutions took

part in the experiment. The average level of digital

preparation of participants, which went through the

survey, was 7.97 (ﬁgure 3).

The highest indicator of preparations was seen

among the managers of the institutions, average – of

8,81, although the teachers also showed a fairly high

result of 8.25. The students showed an average result,

which was 7.89 (ﬁgure 4).

Among educational institutions, the highest level

is seen in professional educational institutions – 8.30.

Almost equal data is seen among the primary educa-

tional institutions and secondary educational institu-

The Role of Digital Competency in Educational Process of Participants When Designing a Digital Educational Environment

755

Figure 1: A model of projecting a digital educational environment.

Figure 2: Steps for implementing digital educational policy into secondary educational institutions.

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756

Figure 3: Percentage frequency distribution.

Figure 4: Percentage frequency distribution by user proﬁle.

tions, which are 7.96 and 7.95 accordingly.

For now, educational institutions need to learn the

results gotten, create a plan for ﬁxing the existing

ﬂaws, and, as the next step, design a strategy of de-

velopment for digital technologies.

The Ministry of Education and Science of Ukraine

plans that from the beginning of a new academic year

there will be preparation for a broad implementation

of SELFIE (JRC et al., 2021) in all the systems of

secondary and professional education.

4 CONCLUSIONS

Summarising foreign and domestic experiences anal-

ysis of scientiﬁc and methodical sources, methods,

ways and tools of digital transformation of secondary

education and organization of self-assessment of all

the participants of educational process on the ques-

tions of implementation of digital technologies in

Frameworks of designing educational policy, deﬁning

the ways of designing digital educational environment

of a secondary educational institution, the results of

the conducted survey let us make the following con-

clusions.

1. The modern educational system in Ukraine, and

the educational process of every speciﬁc institu-

tion needs digital transformation, which can en-

sure the quality and efﬁciency of the educational

process. For the sake of it, it is appropriate to fore-

see and project educational policy, which will in-

clude aspects of digitalization and development of

The Role of Digital Competency in Educational Process of Participants When Designing a Digital Educational Environment

757

digital educational environment. Necessary and

sufﬁcient conditions for its effective usage is a

high level of digital competency of all stakehold-

ers of the educational process. Thanks to the fast

development of digital technologies and modern

techno trends systematic approach to digital trans-

formation imply complex interaction of all partic-

ipants in the educational process. For avoiding re-

sistance to the usage of digital technologies it’s

important to delineate the advantages of digital

transformation in education and popularise it on

the governmental level as well as locally. Under-

standing and using educational digitalization are

the key to success, that’s why prioritizing this is

important. Highlighting contribution to the devel-

opment of digital community among teachers and

students, having made its a base of the educational

policy of an educational institution, it is possible

to create quality and effective educational space

for the new generation. In its turn, it will help an

educational institution to stay actual, suggesting

to educational applicants a modern level of learn-

ing. The level which is needed for further success

in life. Projecting, designing, developing, and us-

ing a modern digital educational environment is

the right way for the digital maturity of all its par-

ticipants.

2. Realization of this model of digital educational

environment requires creating a team of like-

minded people, deﬁning the main goals and

tasks, technologies, methodologies, and innova-

tions needed for their achievement. An important

stage of the digital educational environment will

be the stage of deﬁning and further shaping of lev-

els of digital competency of all the participants in

the educational process: students, teachers, edu-

cational managers of different levels, parents as

citizens of digital society, employers as citizens

of digital society and business-communities.

3. Monitoring the level of digital skills and digi-

tal readiness of all the participants in the educa-

tional process is an integral part of the algorithm

for designing and implementing digital policy in

a secondary educational institution, and that is

why every educational institution should be re-

quired to have demands for the digital compe-

tency level of all participants and ensure it with

the help of arranging special seminars and train-

ing for advanced training and learning. Choice of

the tool, which will allow an educational institu-

tion to arrange self-reﬂection and self-assessment

correctly and will help estimate the level of readi-

ness for the digitalising the educational environ-

ment, plays an important role. The SELFIE tool

helps educational institutions to analyse and esti-

mate the current state of digital competency, and

to develop educational programs and processes in

the future. Renewing the content of learning, im-

proving the digital competency of all participants

in the educational process, the newest pedagogi-

cal technologies, and modern logistical equipment

are the factors which form the quality of given ed-

ucational services.

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