Abstract:

The gap between the needs of the labour market and the digital skills of people in all occupations and age groups is increasingly recognised today. The use of technology in the learning process is increasing as digital skills become increasingly important in today's education. In order to meet the challenges and improve the quality of education, it is essential for teachers and educators to develop digital competences. The focus is therefore on school and university teachers with multiple roles, and the impact of the model is certainly central to developing general and specific digital skills. Many studies describe teachers' attitudes towards computers and digital resources - the fears and barriers leading to non-adoption, lack of support and feeling insecure. Most researchers group the attitudes, positive and negative, in relation to the goals of digital tools and derive a detailed operationalisation that outlines the actions to be taken. At the same time, not enough research has focused on the personal characteristics of teachers. Some of them report on the relationship between the Big Five and the desire to use technology in general. For example, there is little research on dark traits and the focus is more on measuring dark traits using apps . The aim of the current study is to explore the relationship between personal characteristics and the extent to which teachers are prepared to interact with digital resources and AI in personal and professional contexts and to develop their own digital competence. An attempt will be made to identify general and professional advertisements and some characteristics that define personal preferences, assurances or predispositions from the perspective of the Digital Competence Framework for Citizens (DigComp) and the European Digital Competence Framework for Educators (DigComp Edu). The objective of the study is to outline the personality traits, perceived support and job satisfaction of teachers' preferences and attitudes. In a convenience sample of pre-service and in-service teachers, personal use of technology, specific resources, use for a professional purpose, and attitudes towards developing one's own competencies are assessed. The variables included are personality traits from the Big Five (Extraversion, Neuroticism, Openness to Experience, Conscientiousness and Agreeableness) and the Dark Tetra (Psychopathy, Narcissism, Machiavellianism and Sadism) and their relationship to digital tools and AI in personal life and educational settings. The research findings highlight the importance of satisfaction and support in a professional context, as well as the relationship between personal voices and advertising and the use of digital resources and AI. Profiling allows for targeting categories of teachers who need support in terms of motivation and guidance for effective use of opportunities, development of digital literacy and effective implementation of digital resources in the classroom. On the other hand, motivation and the creation of an attitude of impossible improvement are essential to effectively stimulate the development of digital literacy. The findings will highlight current preferences and anxieties of different groups of teachers and suggest future research and have practical implications.

Keywords:

Teachers, digital competences, attitudes towards digital tools and artificial intelligence.