Abstract:

This scientific paper presents the results of a content analysis of literature aimed at exploring the approaches used for the development of digital competence among university students specialising in the field of education. The study investigates how these approaches align with the DIGCOMPEDU framework areas, specifically in terms of providing experiences necessary to ensure the transference of practice. A wide range of approaches for fostering digital competence in education students were identified. These approaches among others encompassed online and blended courses, workshops, seminars, conferences, learning groups, self-guided learning, project based learning and practice based learning, as well as mentoring and coaching. To evaluate the alignment of these approaches with the DIGCOMPEDU framework, the study employed a systematic analysis. The results of the study indicate that although some DIGCOMPEDU areas are well represented in learning experiences of future educators, others are not. Furthermore, it sheds light on areas where these approaches may fall short in adequately preparing education students for the digital demands of their future roles. This research contributes to the ongoing dialogue on digital competence development in higher education, offering practical guidance for educators, curriculum designers, and policymakers seeking to enhance the digital preparedness of education students. In an increasingly digital world, the findings of this study underscore the importance of aligning educational practices with contemporary digital competences to ensure that future educators are well-equipped to meet the evolving needs of learners and the education sector as a whole.

Keywords:

Educators’ digital competence, technology-enhanced learning, developing digital competence, digital competence in higher education, future educator digital comp.