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

<bold>Background:</bold> To provide high-quality education and remain innovative, thus contributing to sustainable development goals, educational institutions use digital tools and implement ICT in the teaching process. In addition to providing technical resources, it requires the appropriate education of teachers who should have the appropriate knowledge and skills to take full advantage of the opportunities provided by ICT.
<bold>Objectives:</bold> The main objective of this article is to identify the current state of ICT knowledge and skills of university professors and high school teachers and to establish if there exists a relationship between their digital competencies and teaching experience. We strive to discover areas where digital competencies are already relatively high and ICT knowledge and skills gaps.
<bold>Methods/Approach:</bold> Survey was conducted on a sample of university and secondary school professors who were asked to estimate their perceived level of knowledge and skills in various ICT domains.
<bold>Results:</bold> The results of our research show that the total self-assessed level of competence is intermediate, with slightly higher values for ICT knowledge than for ICT skills. The results vary depending on the different subcategories of competencies and the years of respondents’ teaching experience.
<bold>Conclusions:</bold> Our research findings, which revealed variations and gaps in digital knowledge and skills among professors and teachers, may have significant policy implications for policymakers and educators committed to ensuring quality education.
</abstract>

Background: To provide high-quality education and remain innovative, thus contributing to sustainable development goals, educational institutions use digital tools and implement ICT in the teaching process. In addition to providing technical resources, it requires the appropriate education of teachers who should have the appropriate knowledge and skills to take full advantage of the opportunities provided by ICT.
Objectives: The main objective of this article is to identify the current state of ICT knowledge and skills of university professors and high school teachers and to establish if there exists a relationship between their digital competencies and teaching experience. We strive to discover areas where digital competencies are already relatively high and ICT knowledge and skills gaps.
Methods/Approach: Survey was conducted on a sample of university and secondary school professors who were asked to estimate their perceived level of knowledge and skills in various ICT domains.
Results: The results of our research show that the total self-assessed level of competence is intermediate, with slightly higher values for ICT knowledge than for ICT skills. The results vary depending on the different subcategories of competencies and the years of respondents’ teaching experience.
Conclusions: Our research findings, which revealed variations and gaps in digital knowledge and skills among professors and teachers, may have significant policy implications for policymakers and educators committed to ensuring quality education.

Digital Competencies among Higher Education Professors and High-School Teachers: Does Teaching Experience matter?

Business Systems Research Journal

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

Background: To provide high-quality education and remain innovative, thus contributing to sustainable development goals, educational institutions use digital...

Digital Competencies among Higher Education Professors and High-School Teachers: Does Teaching Experience matter?

Data publikacji: 23 lis 2022

Zakres stron: 72 - 95

Otrzymano: 07 mar 2022

Przyjęty: 24 sie 2022

DOI: https://doi.org/10.2478/bsrj-2022-0016

Słowa kluczowe
digital competencies, ICT knowledge, ICT skills, digitalisation of education, university professors, high school teachers

© 2022 Bożena Pera et al., published by Sciendo

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

Digital Competencies among Higher Education Professors and High-School Teachers: Does Teaching Experience matter?

Data publikacji: 23 lis 2022

Zakres stron: 72 - 95

Otrzymano: 07 mar 2022

Przyjęty: 24 sie 2022

DOI: https://doi.org/10.2478/bsrj-2022-0016

Słowa kluczowedigital competencies, ICT knowledge, ICT skills, digitalisation of education, university professors, high school teachers

© 2022 Bożena Pera et al., published by Sciendo

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

Słowa kluczowe
digital competencies, ICT knowledge, ICT skills, digitalisation of education, university professors, high school teachers