Abstract:

Digital competence is one of the eight key competences and refers to the confident and critical use of a range of digital technologies for information, communication and basic problem solving in all aspects of life. It is essential for learning, working and actively participating in society. The teaching of computing has gone through several phases and continues to find its form. The concept of educational content varies in depth, form and scope. The content integrates the elements, components and competences of information literacy. The penetration of information and communication technologies into formal education has a wide-ranging dimension, entailing different conceptual, technological and content aspects. For gradual education, in addition to understanding the competence itself, it is equally important to know how to develop it. The European Framework of Digital Competences for Citizens is divided into five areas: information and data literacy, communication and collaboration, digital content creation, security and problem solving. Both information and digital literacy are becoming one of the key competences of today's educated people, not only in terms of general education, but especially in terms of careers. However, the level of actual information literacy of university students often lags behind the needs of current practice. The scientific article presents the results of research aimed at analyzing the factors motivating the improvement of digital competences and information literacy of university students. The research model of the motivational factors of students' digital competences is based on a detailed analysis from theoretical backgrounds, pedagogical experiences and field research conducted among students. The scientific paper identifies 10 factors of students' motivation leading to increasing the level of information literacy, the formation of their digital competencies depending on a number of studied variables. The research instrument chosen was a questionnaire, the research sample was 761 respondents. Using the methods of scientific work and a wide statistical apparatus, it examines the significance, relationships and dependencies of these motivators on several researched variables. The established research hypotheses are verified with a focus on motivational factors of students leading to increasing the level of information literacy, forming their digital competences. The results of the research are part of the discussion and recommendations for innovations in the pedagogical process. Because identifying these motivational factors of students plays a significant role in education. Students consider a better job opportunity, competitive advantage on the labour market, preparation for business practice to be the most important motivator. The identification of these motivation factors by students plays a significant role in education. The preparation of future high-quality, sufficiently competent and information literate graduates for corporate practice is crucial, not only in terms of contribution to society, but also for the competitiveness of the university. Therefore, it is important to implement the results of the research into the pedagogical process. Every university graduate, and every citizen in general, should have the necessary knowledge, skills, abilities as well as prospects helping them to respond effectively to life's challenges and provide them with the chance to seize opportunities in their lives.

Keywords:

Information literacy, digital literacy, digital competence, motivation, information and communication technologies, university students.