THE IMPORTANCE OF DEVELOPING STUDENTS' DIGITAL SKILLS FOR THE DIGITAL TRANSFORMATION OF THE CURRICULUM
L. Luić 1
, M. Alić 2
1University North (CROATIA)
2University of Zagreb, Faculty of Humanities and Social Sciences (CROATIA)
In contemporary society of digital economy, the ability of individuals to face and adapt to emerging environments largely depends on their attitudes, habits and knowledge related to the use of digital skills. The process and the outcome of acquiring such competencies, determined through application of information and communication technology, is known as digital literacy. The concept is close to comprehensive and general media literacy, an umbrella term for abilities to live in a new media environment, almost entirely characterized by digital media, where citizens should be empowered with critical thinking and creative problem-solving skills to become sensible consumers and producers of information. Media education is a part of the basic right of every citizen to freedom of expression and the right to information, and is crucial in building and maintaining democracy, as one of the key prerequisites for active and full citizenship. In 2018, Croatia launched an experimental program of curricular reform of primary and secondary education called "School for Life", which was carried out by the Ministry of Science and Education. The program is focusing on meeting the requirements of modern society in line with European educational trends. By analysing the learning outcomes in informatics syllabi in domains of Digital Literacy and Communication and e-Society by the Bloom taxonomy levels, the paper aims to determine the acquisition of key digital literacy competencies of Croatian students in the creation of e-portfolios and positive digital traces, as well as the use of various communication and collaboration programs, while adopting skills related to the protection of privacy and personal data in the creation of a digital identity. The results of competence evaluations can be perceived in a broader context in further research, aligned with evaluations from research on an international scale and/or reassessed on the population within institutions of higher education institutions.