Are Higher Education Students Digitally Competent? Exploring their proficiency level based on the EU DigComp 2.2 Framework

Abstract

[eng] Digital transformation is having a major impact on the teaching-learning processes in higher education institutions. University students learn in virtual or hybrid environments, collaborate with peers remotely, and with the rise of tools such as ‘ChatGPT’, they are even using artificial intelligence on their own for academic purposes. In this context, it is essential that university students develop digital competences for learning with these technologies in a critical, confident, and responsible manner. In Europe, the Digital Competence Framework for Citizens (DigComp 2.2) (Vuorikari et al., 2022) provides a shared understanding of what digital competence entails. It includes five competence areas and 21 competences (Zignani, 2022). In order to identify educational needs, it is necessary to assess the students’ level of digital competences using this framework. The DigComp model is valuable in recognizing gaps and discrepancies between the competences of students and the requirements of the education and labor market (Peiró et al., 2022). Thus, the goal of this study is to assess and describe the level of digital competences of higher education students using the DigComp 2.2 framework.