<abstract xmlns="http://www.w3.org/1999/xhtml">

<bold>Background:</bold> Constant integration of digital technologies in economic and social life is rapidly and significantly shaping and changing our environment and ourselves. To function in such a world, even in daily routines, it is necessary to possess certain digital competencies.
<bold>Objectives:</bold> This paper aims to examine how university and high-school students of economic orientations from selected European countries self-assess their digital competencies, and to analyse the identified differences. This will enable further understanding of university and high-school students’ digital competencies that can serve as guidance for improving teaching practices and curricula.
<bold>Methods/Approach:</bold> A survey was conducted to collect data that were analysed using non-parametric statistic tests (Mann-Whitney U test and Kruskal-Wallis H test) and Spearman Rank-Order Correlation coefficient.
<bold>Results:</bold> University and high-school students consider to have below intermediate level of digital competencies. High-school students self-assessed digital competencies at a higher level than university students. University students of higher years of study self-assessed digital competencies at a higher level. There is no universal pattern among high-school students of different years of study. University students in the Accounting module and high-school students in the Tourism module assessed their digital competencies at the lowest level in several areas. There is a consistency in self-assessment of digital knowledge and digital skills. Conclusions: The identified below intermediate level of digital competencies and discovered discrepancies indicated the need for educational process improvements to provide university and high-school students with a higher degree of digital competencies. Programming is the most lagging behind in all the observed groups.
</abstract>

Background: Constant integration of digital technologies in economic and social life is rapidly and significantly shaping and changing our environment and ourselves. To function in such a world, even in daily routines, it is necessary to possess certain digital competencies.
Objectives: This paper aims to examine how university and high-school students of economic orientations from selected European countries self-assess their digital competencies, and to analyse the identified differences. This will enable further understanding of university and high-school students’ digital competencies that can serve as guidance for improving teaching practices and curricula.
Methods/Approach: A survey was conducted to collect data that were analysed using non-parametric statistic tests (Mann-Whitney U test and Kruskal-Wallis H test) and Spearman Rank-Order Correlation coefficient.
Results: University and high-school students consider to have below intermediate level of digital competencies. High-school students self-assessed digital competencies at a higher level than university students. University students of higher years of study self-assessed digital competencies at a higher level. There is no universal pattern among high-school students of different years of study. University students in the Accounting module and high-school students in the Tourism module assessed their digital competencies at the lowest level in several areas. There is a consistency in self-assessment of digital knowledge and digital skills. Conclusions: The identified below intermediate level of digital competencies and discovered discrepancies indicated the need for educational process improvements to provide university and high-school students with a higher degree of digital competencies. Programming is the most lagging behind in all the observed groups.

Digital Competencies in Selected European Countries among University and High-School Students: Programming is lagging behind

The University of Belgrade, Faculty of Economics and Business

The University of Zagreb, Faculty of Economics and Business

Business Systems Research Journal

This work is licensed under the Creative Commons Attribution 4.0 International License.

Background: Constant integration of digital technologies in economic and social life is rapidly and significantly shaping and changing our environment and...

Digital Competencies in Selected European Countries among University and High-School Students: Programming is lagging behind

Online veröffentlicht: 23. Nov. 2022

Seitenbereich: 135 - 154

Eingereicht: 07. März 2022

Akzeptiert: 14. Aug. 2022

DOI: https://doi.org/10.2478/bsrj-2022-0019

Schlüsselwörter
economic education, digitalisation, digital knowledge, digital skills, self-perception, programming

© 2022 Dragana Draganac et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Digital Competencies in Selected European Countries among University and High-School Students: Programming is lagging behind

Online veröffentlicht: 23. Nov. 2022

Seitenbereich: 135 - 154

Eingereicht: 07. März 2022

Akzeptiert: 14. Aug. 2022

DOI: https://doi.org/10.2478/bsrj-2022-0019

Schlüsselwörtereconomic education, digitalisation, digital knowledge, digital skills, self-perception, programming

© 2022 Dragana Draganac et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
economic education, digitalisation, digital knowledge, digital skills, self-perception, programming