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Relevant bibliographies by topics / Digital media competence

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Academic literature on the topic 'Digital media competence'

Author: Grafiati

Published: 7 June 2025

Last updated: 16 July 2025

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Journal articles on the topic "Digital media competence"

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Furtáková, Lucia. "From the Classroom to the Newsroom: Evaluating the Impact of Media Practice on Digital Competence in Higher Education." Media Literacy and Academic Research 7, no. 1 (2024): 72–94. http://dx.doi.org/10.34135/mlar-24-01-04.

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Digital literacy and related digital competences are now an integral part of media work. Changes in technology and audience consumption habits have forced media professionals to acquire a wide range of digital skills. These include not only technical skills, such as mastery of digital tools and platforms, but also the ability to communicate and present content effectively in a digital environment. The aim of this study is to explore the level of digital competences of students who work in university media, compared to those who study at the faculty but are not part of its media. It also focuse

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Gutiérrez-Martín, Alfonso, and Kathleen Tyner. "Media Education, Media Literacy and Digital Competence." Comunicar 19, no. 38 (2012): 31–39. http://dx.doi.org/10.3916/c38-2012-02-03.

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This article addresses some possible relationship between education and media in contemporary society and explores the role that formal education should play in both the integration of media in the curriculum and the digital literacy skills necessary for the 21st century. The authors discuss here different theories and approaches that have dominated international media studies, media education and media literacy in recent decades. Confusion and misunderstandings in terminology for contemporary literacy in a complex, global and intercultural environment are explored and the authors present some

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Abdirkenova, Аkbidash, and Perizat Seiitkazy. "PREPARING FUTURE TEACHERS FOR DIGITAL EDUCATIONAL CONDITIONS: MEDIA COMPETENCE." 3i intellect idea innovation - интеллект идея инновация 3 (2023): 111–19. http://dx.doi.org/10.52269/22266070_2023_3_111.

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The article describes the features of the formation of media competence in the preparation of future teachers for digital education. The authors define media competence, define pedagogical principles and methods of its formation among university students. The issues of the development of media competence among future teachers in the system of higher professional education are also considered, traditional and innovative methods of domestic media education are discussed. In the course of the study, it was proved that every teacher who in the future will carry out professional activities in accor

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Godhe, Anna-Lena, Petra Magnusson, and Sylvana Sofkova Hashemi. "Adequate Digital Competence." Educare - vetenskapliga skrifter, no. 2 (August 26, 2020): 74–91. http://dx.doi.org/10.24834/educare.2020.2.4.

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This paper explores how digital competence is conceptualized in recent revisions in the curriculum for Swedish compulsory school. Four themes are identified based on a thematic content analysis of the revisions in the subject descriptions: use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic revisions differs among the subjects, but the most dominating theme, permeating all the subjects, concerns the tool-oriented use of digital tools and media. This strong dominance of operational perspective tends to narrow the conceptualization

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Kim, Hye Jung. "Analysis of Digital Literacy of University Students by Text Mining Techniques." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 5 (2025): 449–64. https://doi.org/10.22251/jlcci.2025.25.5.449.

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Objectives The purpose of this study is to comprehensively review digital literacy research for university students at the present time, closely analyze research trends by field, lay the foundation for future digital literacy research, and suggest research directions. Methods From 2007 to 2024, the NetMiner data analysis program conducted keyword frequency analysis, keyword network analysis, and community analysis of academic papers related to ‘university student digital literacy’ posted to domestic journals for about 17 years. Results First, the number of publications related to ‘university s

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Rzońca, Ewelina. "COMPARATIVE ANALYSIS OF THE LEVEL OF DIGITAL COMPETENCES OF FUTURE TEACHERS IN POLAND AND UKRAINE." Information Technologies and Learning Tools 104, no. 6 (2024): 81–95. https://doi.org/10.33407/itlt.v104i6.5826.

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Digital transformation requires continuous development from the individual, including the development of media competences. Effective education of the young generation requires teachers to have digital competences. On the other hand, teachers are prepared to work in the era of new technologies at universities, where students gain important knowledge and skills. Therefore, the author focused on the digital/media competences of pedagogy students. According to the Digital Competence of Educators [1], these include information and data skills, communication and collaboration, digital content creat

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Pongrac, Danijela, Marta Alić, and Brigitta Cafuta. "Digital Competences of Digital Natives: Measuring Skills in the Modern Technology Environment." Informatics 12, no. 1 (2025): 23. https://doi.org/10.3390/informatics12010023.

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The fourth industrial revolution has ushered in a new era in which technology is seamlessly integrated into daily life. The digital transformation has created new media formats that require the development of robust digital skills to navigate this landscape. By utilising the Youth Digital Skills Indicator (yDSI) and integrating it with the Digital Competence Framework for Citizens (DigComp 2.2), this research examines media habits and digital competences among Croatian youth aged 10–24, corresponding to Generations Alpha and Z. A sample of 231 participants across three competence domains—infor

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Mo'minova, Madina Muxiddinovna. "DEVELOPING DIGITAL MEDIA COMPETENCE IN FUTURE TEACHERS IN A DIGITAL EDUCATIONAL ENVIRONMENT." Multidisciplinary Journal of Science and Technology 4, no. 12 (2024): 824–27. https://doi.org/10.5281/zenodo.14552081.

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This article provides a comprehensive overview of media competence, digital and media literacy, digital media literacy, digital media competence, digital technology, basic principles, main paths of development, basic principles, stages of implementation in the educational process, the role of learning platforms and resources in developing digital media competence in future teachers in digital education.

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FORMA, PAULINA, and Anna Winiarczyk. "Digital Competences – as a 21st Century Meta-Competence." Journal of Language and Culture in Education 2, Special (2025): 130–43. https://doi.org/10.5281/zenodo.14725389.

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The issue of competences, including digital competences, is highly significant today as it relates to individual functioning. Research focused on identifying the determinants of competences and analyzing the effects of these influences is justified, necessary, and pedagogically and socially warranted. Digital (IT) competences intersect with informational, communicative, creative, and moral competences and are essential for everyone in today’s world. Increasingly, the creators of educational and upbringing processes(parents, teachers) who assist their charges in learni

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Bajorek, Kinga, and Oskar Gawroński. "Digital and Communication Competences of Foreign Language Teachers in Poland." Social Communication 8, no. 1 (2022): 81–91. http://dx.doi.org/10.2478/sc-2022-0008.

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Abstract Language education is directly related to the phenomenon of communication competence. This is important since the knowledge of foreign languages is intended to develop communication activities that are implemented in their nature. Communication competence is, however, a much broader concept, and in the context of language education, it not only refers to recipients (pupils) but also to broadcasters (teachers). This article presents the relationship between teachers’ activity in the field of mass media, their communication competence and social media. The purpose of this study is also

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Dissertations / Theses on the topic "Digital media competence"

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Bing, Zhang. "New digital environment and media competence in education case study of how digital textbook improve chinese teaching in school." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/666773.

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Politis, Anastasios E. "Human capital development and competence structures in changing media production environments." Doctoral thesis, KTH, Numerical Analysis and Computer Science, NADA, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-25.

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<p>This doctoral thesis discusses the competence structures and the development of human capital in the graphic arts and media sector. The study has focused on exploring the new media landscape and in particular the structural changes that influence the sector, the print-versuselectronic- media debate and the future of print media. The influence of new technologies and management concepts on the graphic arts and media sector has also been investigated, as has the role and the importance of people in new societal and industrial settings as well as new ways of managing and developing people in c

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Forsling, Karin. "Medielek och digital kompetens i en förskolekontext : Design för meningsskapande." Thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14561.

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The aim of this thesis is to make a contribution to the field of design oriented theory, regarding young children and their way to digital competence. My research question is: How can a preschool with a certain pedagogical ICT-design give the children affordances for media play and for developing a digital competence? The European Parliament points out digital literacy as one of the Key Competences for life long learning. A digital competence is built on basic ICT (Information and Communication technology) skills. Skills you can develop any time during life, weather you are young or old. Recen

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Larraz, Rada Virginia. "La competència digital a la Universitat." Doctoral thesis, Universitat d'Andorra, 2013. http://hdl.handle.net/10803/113431.

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La societat del coneixement està marcada pel creixent desenvolupament de les tecnologies de la informació i la comunicació (TIC), que està provocant un canvi profund en tots els àmbits. Per això, cal proporcionar a la població eines i recursos que li permetin assolir una ciutadania competent. Davant d’aquesta situació la universitat ha d’assolir el repte de formar la societat en la utilització avançada de les TIC i en la gestió de la informació. La competència digital implica la posada en marxa de coneixements, habilitats, capacitats i actituds amb l’objectiu de gestionar la informació digital

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Zeini, Sam, Nils Malzahn, H. Ulrich Hoppe, et al. "Ansätze zur softwareunterstützten Kompetenzentwicklung in innovationsgetriebenen Berufen der Digitalen Wirtschaft." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-141189.

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Vikström, Emma, and Rebecka Karlström. "Hur Habitica stödjer de psykologiska behoven autonomy, competence och connectedness för bibehållen motivation : En kvalitativ studie av den digitala uppgiftshanteraren Habitica, gamification och inre motivation." Thesis, Södertörns högskola, Medieteknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44952.

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The task manager Habitica was studied to explain 1) How Habitica motivates by satisfying the psychological needs identified by SDT and 2) Why users keep using Habitica. Based on theories of gamification, motivation and the theoretical framework METUX an interview study was conducted with 10 participants followed by a thematic analysis. Personalization, avatars, responsibility toward party members and different rewards were identified as motivating factors. However, some participants experienced the opposite with some of the factors mentioned. The motivating factors identified by the study coul

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Zeini, Sam, Nils Malzahn, H. Ulrich Hoppe, et al. "Ansätze zur softwareunterstützten Kompetenzentwicklung in innovationsgetriebenen Berufen der Digitalen Wirtschaft." Technische Universität Dresden, 2008. https://tud.qucosa.de/id/qucosa%3A27940.

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Strindevall, Gustaf, and David Jehrlander. ""Biblioteket är den sista instansen" : En intervjustudie med personal vid folkbibliotek om arbetet med och uppdraget kring besökarnas digitala hjälpbehov." Thesis, Södertörns högskola, Medieteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34500.

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En rad problem uppstår när världen blir allt mer digitaliserad. När samhället och dess bärande tjänster förflyttas från det fysiska mötet till den digitala arenan riskerar människor med bristande digitala kompetenser att bli exkluderade. I och med detta demokratiproblem har biblioteken tilldelats en del av ansvaret för att arbeta med dessa frågor genom uppdraget som kunskapsspridare inom IT. I tidigare studier har det framkommit att det finns oklarheter i hur detta uppdrag ska tolkas, att det finns bristande digitala kompetenser för att utföra uppdraget, samt att biblioteket har en viktig samh

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Esteve, Mon Francesc Marc. "La competencia digital docente: análisis de la autopercepción y evaluación del desempeño de los estudiantes universitarios de educación por medio de un entorno 3D." Doctoral thesis, Universitat Rovira i Virgili, 2015. http://hdl.handle.net/10803/291441.

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En el moment actual, el rol dels docents resulta fonamental per a capacitar i empoderar als estudiants fent ús de totes les potencialitats que ofereixen les tecnologies. Per la qual cosa, els docents necessiten no només disposar d’una alfabetització o competència digital bàsica, sinó que deuen ser capaços d’integrar les Tecnologies de la Informació i la Comunicació (TIC) en les seves pràctiques didàctiques (la seva competència digital docent), i sens dubte, la seva formació inicial resulta clau. El propòsit d’aquest treball és explorar la competencia digital del futur docent, i per a fer-ho,

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Bahar, Yildiz. ""Jag tror vi måste jobba mycket med det" : Om den digitala källkritikens roll inom svenskämnet på gymnasiet." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-15525.

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Abstract The overarching goal of this study is to investigate whether teachers of Swedish at upper secondary schools in Sweden feel that they know how to teach critical literacy, especially on the Internet, and also if they know how it is taught. It also investigates the difficulties teachers experience in teaching critical literacy. A secondary goal is to investigate the knowledge of critical literacy among students at upper secondary schools in Sweden. The study is based on quantitative and qualitative research. The research consists of two parts. The first one is made through a digital surv

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Books on the topic "Digital media competence"

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Cartelli, Antonio. Current trends and future practices for digital literacy and competence. Information Science Reference, 2012.

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Cañado, María Luisa Pérez, and Juan Ráez Padilla. Digital competence development in higher education: An international perspective. Peter Lang, 2014.

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Naidoo, Jamie Campbell. Diversity programming for digital youth: Promoting cultural competence in the children's library. Libraries Unlimited, An Imprint of ABC-CLIO, LLC, 2014.

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Montes, Fausto Díaz. Oaxaca 2009: Medios electronicos y competencia electoral. IISUABJO, Instituto de Investigaciones Sociológicas, Universidad Autónoma "Benito Juárez" de Oaxaca, 2011.

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Padilla, Juan Ráez, and Maria Luisa Pérez Cañado. Digital Competence Development in Higher Education: An International Perspective. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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Padilla, Juan Ráez, and Maria Luisa Pérez Cañado. Digital Competence Development in Higher Education: An International Perspective. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2014.

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Active Literacy Across the Curriculum: Connecting Print Literacy with Digital, Media, and Global Competence, K-12. Taylor & Francis Group, 2017.

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Active Literacy Across the Curriculum: Connecting Print Literacy with Digital, Media, and Global Competence, K-12. Taylor & Francis Group, 2017.

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Naidoo, Jamie Campbell. Diversity Programming for Digital Youth. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400641602.

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Combining information about outreach to diverse populations, selection of culturally diverse children's print and digital media, and library programming, this book is the tool librarians need to promote cultural understanding through engaging children's programs designed for today's culturally diverse youth. Today's children live in a culturally diverse and constantly changing digital world. New digital media is created every day but librarians and other educators need help in evaluating cultural content in digital apps, determining whether they send appropriate social messages to children, an

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Shah, Dhavan V., Kjerstin Thorson, Chris Wells, Nam-jin Lee, and Jack McLeod. Civic Norms and Communication Competence. Edited by Kate Kenski and Kathleen Hall Jamieson. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199793471.013.008.

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The chapter examines the extant literature on political socialization, focusing on the role of communication in this process. Reviewing a wide range of approaches to socialization—from those stressing the role the institutions that teach young people civic values and practices to those emphasizing the role of dispositions that encourage political development and learning—we highlight communication’s influence in establishing civic norms and competencies. Increasingly, digital, social, and mobile media are implicated in these dynamics. We first define core concepts such as civic norms and the v

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Book chapters on the topic "Digital media competence"

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Heinecke, Stephanie, Maria Berg, and Ludwig Hinkofer. "Trust Me if You Can: From Media Competence to Digital Competence." In Media Trust in a Digital World. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30774-5_16.

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de Eça, Teresa Torres, and Ângela Saldanha. "Digital Media and Art Education: The European Digital Competence Framework." In Global Media Arts Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05476-1_9.

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van Kraalingen, Imre. "Digital Competence in Outdoor Education." In Routledge Handbook of Mobile Technology, Social Media and the Outdoors. Routledge, 2024. http://dx.doi.org/10.4324/9781003367536-7.

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Albrecht, Christian. "Digitale Narration und Ästhetik. TikTok aus film-, medien- und deutschdidaktischer Perspektive." In Digitale Linguistik. Springer Berlin Heidelberg, 2025. https://doi.org/10.1007/978-3-662-70712-8_10.

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Abstract TikTok has so far been a blind spot in the discourse on film, media, and German language didactics: Although the app is very popular among students and has great potential for promoting both film-specific and digital reception and production skills, this potential is barely reflected in current competency models. This desideratum becomes even more apparent when differentiating between fictional and factual TikToks: While the media didactic and pedagogical research discourse on TikTok – often from a media-critical perspective – deals primarily with the phenomenon of non-fictional short videos, fictional narrative TikToks are largely neglected – unjustly so. After all, TikTok unites the principles of ‘The Digital Condition’ as identified by Felix Stalder (2017) like almost no other medium: Referentiality, communality, and underlying algorithms lead to a specific TikTok aesthetic and narrative, characerized by both a genuinely cinematic and a genuinely digital textual dimension. In this paper, a classification model is first developed to distinguish TikToks from conventional (short) films. The media-specific differences identified in this way are then analyzed with regard to their effects on forms of narration and aesthetics in fictional TikToks at both the cinematic and digital levels, in order to derive specific competence dimensions for dealing with TikTok in language classes for learners and teachers.

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Alhamuddin, A., H. Aziz, D. N. Inten, and D. Mulyani. "Literacy for elementary school teachers as an effort to improve professional competence in the revolutionary Era 4.0." In Islam, Media and Education in the Digital Era. Routledge, 2022. http://dx.doi.org/10.1201/9781003219149-55.

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Römer, Lucie. "Through Media and Digital Literacy Education Towards Civic Participation of Disadvantaged Youth." In Palgrave Studies in Digital Inequalities. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-28930-9_10.

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AbstractMedia literacy has been increasingly becoming a prerequisite of full citizen participation. The latter has been shifting, especially among youth, away from the traditional media forms and more and more towards non-conventional ones. For example see the FridaysForFuture movement. The possibility for and abilities to get involved in the public debate are, though, not distributed equally. One of the tools to narrow down the ‘participation gap’ may be in media literacy education (MLE). This chapter presents a participatory action research exploring the possibilities of the MLE for the development of citizen participation of disadvantaged youth. It draws especially on the three-month intervention at the vocational school in the Czech Republic. 17 students aged 17–19 participated in the study in 2019.The volume of both empirical and theoretical research in this field has been growing. However, in the context of central Europe, it is a relatively under researched area. The study was empirically testing a set of characteristics of teaching methods recommended previous studies and concluded, among others, by a recommendation of the holistic approach, long-term projects, blending of the in-the-school- and out-of-the-school-life, and breaching of the school routine. The intervention developed the media competence of the students, while their citizen participation activities’ enhancement remained ambiguous.

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Voss, Thamar, Annika Goeze, Christian Marx, Verena Hoehne, Viola Klotz, and Josef Schrader. "Using Digital Media to Assess and Promote School and Adult Education Teacher Competence." In Informational Environments. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64274-1_6.

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Lestari, Tri Edliani, Audrey Gabriella Titaley, Wisma Kurniawati, and Agus Ridwan. "Utilization of Digital Media in Making Comics as an Effort to Improve Writing Competence." In Proceedings of the International Joint Conference on Arts and Humanities 2022 (IJCAH 2022). Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-008-4_153.

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Uhls, Yalda T., Amber van der Wal, Nicole Ellison, Anne Collier, Kaveri Subrahmanyam, and Patti M. Valkenburg. "Adolescents’ Online Communication Practices in a Digital World." In Handbook of Children and Screens. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-69362-5_30.

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AbstractSocial interaction with peers is a crucial developmental need in adolescence. Social media have significantly transformed the way many adolescents communicate with one another, lowering barriers for them to connect at any time, from anywhere. Three important modalities of their online communication are direct messaging, video-mediated communication, and social gaming. This chapter discusses how these modalities are used by adolescents, the social mechanisms that underlie their motivation to use them, possible positive and negative implications for their peer relationships, and the critical role online communication can play in the well-being of marginalized youth. Among other things, the chapter shows that, while the ability to disclose information and connect online can support most adolescents’ social needs, digital communication may also enable negative interactions, such as cyberbullying. The chapter concludes that online communication can be an important source of social and emotional support, especially when in-person contact is unavailable. Future research should investigate the ways in which social media can support adolescents’ development of social and emotional competence. Implications for practice include the need for stakeholders to be aware of the opportunities and risks associated with different modalities and to support adolescents’ safe and healthy use.

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Russo, Francesca, Renata Metastasio, and Fabio Presaghi. "Di.Co.EACH. - Digital Competence in Early Childhood: Educating Parents and Teachers in Conscious, Critical and Creative Uses of Digital Media." In Communications in Computer and Information Science. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-95627-0_10.

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Conference papers on the topic "Digital media competence"

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Cao, Juanrui, and Chalermpon Kongjit. "Designing the S-curve Framework for Analyzing Online Teachers’ Soft Skills Competency through Double Diamond Model." In 2025 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT & NCON). IEEE, 2025. https://doi.org/10.1109/ectidamtncon64748.2025.10962054.

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Bolshakova, Anastasia Sergeevna. "Development of digital competence and Internet literacy of students in foreign language lessons." In All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103567.

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The article presents an attempt to consider the leading methods and means of developing the digital competence of schoolchildren in the context of the digitalization of language education. It is noted that the most important component of teaching foreign languages is the connection of the taught discipline with reality. In the era of digital technologies, ICT competence, digital competence, digital literacy, media literacy, Internet literacy, which need to be developed in order to more effectively solve the tasks set by schoolchildren, become integral competencies. The following teaching met

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Kempner, Frauke. "E-LEADERSHIP COMPETENCES – THE IMPACT OF MEDIA USE AND ORGANIZATIONAL INFLUENCE." In 12th International Scientific Conference „Business and Management 2022“. Vilnius Gediminas Technical University, 2022. http://dx.doi.org/10.3846/bm.2022.865.

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E-Leadership as a new leadership paradigm is located in the field of tension between social (cohesion) and organizational (locomotion) basic orientations. The managers of the future need special skills in this field, which are significantly characterized by the use and influence of digital media. Even if there is agreement in the literature that the previous competencies of a classic leadership are not sufficient, the previous research does not yet provide a consistent competency profile. This gap is to be closed by means of a first cross-sectional study by which reference points for a first c

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Novianti, Maria Niayu Risma. "Digital Media Literacy: A Teaching Framework to Enhance Intercultural Competence." In The Asian Conference on Cultural Studies 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2187-4751.2024.9.

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Strazdina, Eva. "Visual Literacy in the Context of Digital Education Transformation." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.82.

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The evolution of digital technologies and the use of visual media in our everyday life highlights the necessity to educate visually literate individuals. The Organisation for Economic Co-operation and Development (OECD, 2018) has launched the Future of Education and Skills 2030 that emphasizes that due to the digitalization into all areas of life, digital and data literacy are considered to be core foundations and being literate in this context requires the ability to comprehend, interpret, use and create textual and visual information in various formats, contexts and for diverse purposes (mak

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Chuaphun, Petai, and Taweesak Samanchuen. "An improved technique of competence analysis for occupational standard development." In 2018 International Conference on Digital Arts, Media and Technology (ICDAMT). IEEE, 2018. http://dx.doi.org/10.1109/icdamt.2018.8376500.

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Savanevičienė, Asta, Lina Girdauskiene, and Rosita Jocytė. "Linkage Between the Usage of Digital Technologies and Emotional Competence." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002256.

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Emotional competence is critical for 21st century society, where digital technologies permeate all spheres of life, requiring a rethinking of human relationships in both private and working life. The need for technological detoxification is increasingly being discussed, however at the same time the inevitability of intervention of digital technologies in everyday life is understood. There is still a gap of knowledge regarding the impact of the use of digital technologies on the emotional competence. Moreover, different scholars see both the harm of digital technologies on the emotional compete

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Felea, Cristina, and Liana Stanca. "WIKIS - AN ENVIRONMENT FOR DEVELOPING SPECIFIC (ACADEMIC) LANGUAGE LEARNING AND DIGITAL COMPETENCES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-200.

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This study is based on an ongoing investigation on the impact of Web 2.0 technologies, namely a wiki-based learning environment, part of a blended approach to teaching English for Specific (Academic) Purposes for undergraduate students in a Romanian university. So far, most of the authors' research has focused on student engagement in the learning process, with special attention paid to the means, techniques, and methods to increase their participation. A second objective has been to research and analyse the effects of introducing a collaborative approach on teaching and learning. Recent repor

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Huang, Xiaoyu, Alireza Mohammadi, and Amer Hamzah Jantan. "Navigating Digital Transformation: Leadership Competence, Digital Capability, and Social Media Adoption in Extracurricular Training Institutions in China." In Proceedings of the 5th Management Science Informatization and Economic Innovation Development Conference, MSIEID 2023, December 8–10, 2023, Guangzhou, China. EAI, 2024. http://dx.doi.org/10.4108/eai.8-12-2023.2344716.

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Li, Xianfeng. "Enhancing Digital Teaching: The Role of Trans-media Literacy in Bridging Data Literacy and Digital Teaching Competence." In EDCS 2024: 2024 Guangdong-Hong Kong-Macao Greater Bay Area International Conference on Education Digitalization and Computer Science. ACM, 2024. http://dx.doi.org/10.1145/3686424.3686435.

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Reports on the topic "Digital media competence"

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Hernández Orellana, Marisol. Educar para el futuro: Por qué las universidades deben liderar el camino en competencia ética y digital. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/hernandez202596.

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A medida que la inteligencia artificial (IA) transforma nuestro mundo, la educación superior enfrenta una decisión crucial: ¿se limitará a adoptar estas tecnologías o asumirá un rol activo en su integración, de manera que se preserve el juicio humano, la ética y la autonomía intelectual? Este artículo de opinión sostiene que las universidades deben asumir un papel de liderazgo—no solo para resguardar su identidad institucional, sino también para contribuir a una sociedad compuesta por profesionales competentes digitalmente y con sólidos fundamentos éticos. Estudios recientes muestran que herra

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, et al. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landsc

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