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Digital Competence in Higher Education: Students’ Perception and Personal Factors

Author

Listed:
  • Yu Zhao

    (Institute of Educational Sciences, University of Salamanca, 37008 Salamanca, Spain)

  • María Cruz Sánchez Gómez

    (Department of Didactic, Organization and Research Methods, University of Salamanca, 37008 Salamanca, Spain)

  • Ana María Pinto Llorente

    (Department of Didactic, Organization and Research Methods, University of Salamanca, 37008 Salamanca, Spain)

  • Liping Zhao

    (Faculty of Humanities, Gansu Agricultural University, Lanzhou 730070, China)

Abstract

University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

Suggested Citation

  • Yu Zhao & María Cruz Sánchez Gómez & Ana María Pinto Llorente & Liping Zhao, 2021. "Digital Competence in Higher Education: Students’ Perception and Personal Factors," Sustainability, MDPI, vol. 13(21), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:12184-:d:672190
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    7. Yu Zhao & Ana María Pinto Llorente & María Cruz Sánchez Gómez & Liping Zhao, 2021. "The Impact of Gender and Years of Teaching Experience on College Teachers’ Digital Competence: An Empirical Study on Teachers in Gansu Agricultural University," Sustainability, MDPI, vol. 13(8), pages 1-14, April.
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    3. Marcin Awdziej & Magdalena Jaciow & Marcin Lipowski & Jolanta Tkaczyk & Robert Wolny, 2023. "Students Digital Maturity and Its Implications for Sustainable Behavior," Sustainability, MDPI, vol. 15(9), pages 1-22, April.
    4. Maria Magdalena Stan & Cristina Dumitru & Maria Magdalena Dicu & Sofia Loredana Tudor & Claudiu Langa & Adriana Nicoleta Lazar, 2022. "Modelling Research Competence in Social and Engineering Sciences at Master’s Level Programs: A Scoping Review," Sustainability, MDPI, vol. 15(1), pages 1-17, December.
    5. Josefin Bosch & Christiane Ludwig & Johannes Fluch-Niebuhr & Dietrich Stoevesandt, 2022. "Empowerment for the Digital Transformation: Results of a Structured Blended-Learning On-the-Job Training for Practicing Physicians in Germany," IJERPH, MDPI, vol. 19(20), pages 1-15, October.
    6. Ana María De la Calle & Alejandra Pacheco-Costa & Miguel Ángel Gómez-Ruiz & Fernando Guzmán-Simón, 2021. "Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review," Sustainability, MDPI, vol. 13(23), pages 1-17, November.

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