HIGHLIGHTS
SUMMARY
Several other frameworks suggest different versions (e_g, ESCO, 2019; Fraillon et_al, 2019; UNESCO, 2018) of a digital competence framework, while recent studies attempt to extend the previous DC scales by including contemporary skills of critical thinking, communication, etc (Peart et_al, 2020). Last, several research studies are focused on measuring the students` digital skills across different contexts and regions using existing students` DC frameworks, but only a few (e_g, Alarcón et_al, 2020; Kuzminska et_al, 2018) attempted to quantitatively evaluate or adjust the applied scales. Many of those studies (e_g, Oberländer et_al, 2020; Tondeur . . .
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