Digital Professional Competence (DProCom) for Higher Education: A Systematic Review of Literature
DOI:
https://doi.org/10.55737/qjssh.532019821Keywords:
DProCom, Digital Professional Competence, Higher Education, Literature ReviewAbstract
The need to discuss and refine the concept of Digital Professional Competence (DProCom) has become vital in the rapidly advancing and extensively digitized information and knowledge society. The Coronavirus pandemic revealed the usage divide among teachers and its impact on learning outcomes, thus surfacing the need to explore DProCom in Higher Education (HE) for future researchers to use findings of this review for developing pragmatic research models and professional development initiatives for student teachers of all levels. The aim of this systematic literature review is to provide the scholarly community with an overview of the definition, range of attributes, and gaps in research on DProCom from 2012 to 2022 in the context of HE. The initial search yielded 3903 outcomes, which were iterated through inclusion criteria, and 39 research articles relevant to HE were thoroughly reviewed. The results assert a lack of consistency and uniformity in terminologies being used to denote the concept of DProCom and their description in the literature. The findings confirm that DProCom is in its infancy stage. There is a need to continue research on professional competence from a global perspective to predict changes in HE teaching, professional development and quality assessment of learning outcomes to respond to the needs of HE in a digital era.
References
Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital Competence for Lifelong Learning. Seville: Institute for Prospective Technological Studies. Europen Commission. https://www.researchgate.net/profile/Christine-Redecker/publication/256460657_Digital_Competence_for_Lifelong_Learning_Policy_Brief/links/02e7e522ddd89ec5a9000000/Digital-Competence-for-Lifelong-Learning-Policy-Brief.pdf
Ally, M. (2019). Competency Profile of the Digital and Online Teacher in Future Education. The International Review of Research in Open and Distributed Learning, 20(2). https://doi.org/10.19173/irrodl.v20i2.4206
Barajas, M., Frossard, F., & Trifonova, A. (2019). Strategies for digital creative pedagogies in today’s education. Active Learning - Beyond the Future. https://doi.org/10.5772/intechopen.80695
Bravo, P. C., Conde-Jiménez, J., & Cózar, S. (2019). The development of the digital teaching competence from a sociocultural approach. Comunicar, 27(61), 21-32. https://doi.org/10.3916/c61-2019-02
Cabero-Almenara, J., Gutiérrez-Castillo, J.-J., Palacios-Rodríguez, A., & Barroso-Osuna, J. (2020). Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain). Sustainability, 12(15), 6094–6940. https://doi.org/10.3390/su12156094
Cazco, G., González, M., Abad, F., Altamirano, J., & Mazón, M. E. (2016). Determining factors in acceptance of ICT by the university faculty in their teaching practice. TEEM '16: Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality, (pp. 139–146). Salamanca, Spain. https://doi.org/10.1145/3012430.3012509
Coward, C., Fellows, M., & Schorr, S. (2018). Digital Inclusion Toolkit. ITU. https://www.itu.int/en/ITU-D/Digital-Inclusion/Documents/ITU%20Digital%20Skills%20Toolkit.pdf
DQ Institute. (2017). Digital Intelligence (DQ): A Conceptual Framework & Methodology for Teaching and Measuring Digital Citizenship. Singapore: DQ Institute. https://www.dqinstitute.org/wp-content/uploads/2017/08/DQ-Framework-White-Paper-Ver1-31Aug17.pdf
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472. https://link.springer.com/article/10.1007/s11423-020-09767-4
Ferrari, A., Punie, Y., & Brečko, B. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. Luxembourg: European Commission Joint Research Center. https://doi.org/10.2788/52966
GoQ. (2019). Digital Competency Framework. Quebec: Ministère de l’Éducation et de l’Enseignement supérieur. http://www.education.gouv.qc.ca/fileadmin/site_web/documents/ministere/Cadre-reference-competence-num-AN.pdf
Gough, D., Thomas, J., & Oliver, S. (2012). Clarifying differences between review designs and methods. Systematic Reviews, 1(1). https://doi.org/10.1186/2046-4053-1-28
Gourlay, L., Hamilton, M., & Lea, M. R. (2014). Textual practices in the new media digital landscape: messing with digital literacies. Research in Learning Technology, 21(4). https://doi.org/10.3402/rlt.v21.21438
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2014). Digital competence – an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655-679. https://doi.org/10.1007/s10639-014-9346-4
Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. https://doi.org/10.1016/j.compedu.2013.06.008
Joshi, D. R., Neupane, U., & Joshi, P. R. (2021). Synthesis Review of Digital Frameworks and DEPSWALIC Digital Competency Framework for Teachers from Basic to University Level. Mathematics Teaching Research Journal, 13(2), 108 - 115.
Kelentrić, M., Helland, K., & Arstorp, A.-T. (2017). Professional Digital Competence Framework for Teachers. Oslo: The Norwegian Centre for ICT in Education. https://www.udir.no/contentassets/081d3aef2e4747b096387aba163691e4/pfdk-framework.pdf
Krull, G., & Mallinson, B. (2013). Building academic staff capacity to support online learning in developing countries. Online Learning, 17(2), 63-72. https://doi.org/10.24059/olj.v17i2.343
Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273
Laar, E., Van Deursen, A. J., Van Dijk, J. A., & Haan, J. d. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72(72), 577–588. https://doi.org/10.1016/j.chb.2017.03.010
MINECO. (2021). Plan Nacional de Competencias Digitales. Madrid: Government of Spain. https://portal.mineco.gob.es/RecursosArticulo/mineco/ministerio/ficheros/210127_plan_nacional_de_competencias_digitales.pdf
Nightingale, A. (2009). A guide to systematic literature reviews. Surgery (Oxford), 27(9), 381–384. https://doi.org/10.1016/j.mpsur.2009.07.005
Osman, K., Soh, T. M., & Arsad, N. M. (2010). Development and validation of the Malaysian 21st century skills instrument (M-21CSI) for science students. Procedia - Social and Behavioral Sciences, 9, 599-603. https://doi.org/10.1016/j.sbspro.2010.12.204
PUNIE, Y. (2007). Learning Spaces: an ICT-enabled model of future learning in the Knowledge-based Society. European Journal of Education, 42(2), 185–199. https://doi.org/10.1111/j.1465-3435.2007.00302.x
Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Seville, Spain: EU - JRC.
Spante, M., Sofkova Hashemi, S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1–22. https://doi.org/10.1080/2331186x.2018.1519143
Tømte, C. E. (2015). Educating Teachers for the New Millennium? - Teacher training, ICT and digital competence. Nordic Journal of Digital Literacy, 10(2), 138–154. https://doi.org/10.18261/issn1891-943x-2015-jubileumsnummer-10
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Mehwish Raza, Amy Pate
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
