American Journal Of Philological Sciences
54
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue 03 2025
PAGE NO.
54-60
10.37547/ajps/Volume05Issue03-15
Determining and analyzing the level indicators of digital
competencies in future educators
Maxliyo KHOLMATOVA
Doctoral Student, Department of Pedagogy and Psychology, Denov Institute of Entrepreneurship and Pedagogy, Uzbekistan
Received:
20 January 2025;
Accepted:
18 February 2025;
Published:
17 March 2025
Abstract
:
This article focuses on identifying students' existing digital competencies. A survey was conducted as
the research method. The obtained results were analyzed to examine students' digital skills, their application in
professional activities, and their effectiveness. The analysis results are aimed at developing practical
recommendations for enhancing students' digital competencies.
Keywords:
Future educators, digital competencies, level indicators, survey.
Introduction:
In today's world, the rapid development
of digital technologies and their widespread application
in various fields, including education, necessitate the
advancement of educators' digital competencies.
Digital technologies not only enhance the effectiveness
of the educational process but also elevate the
interaction between teachers and students to a new
level.
The significance of digital technologies in scientific and
technological progress was emphasized in the Address
of the President of the Republic of Uzbekistan, Shavkat
Mirziyoyev, to the Oliy Majlis on January 24, 2020.
Furthermore, the Presidential Decree No. PF-5847,
issued on October 8, 2019, "On Approval of the
Concept for the Development of the Higher Education
System of the Republic of Uzbekistan Until 2030,
outlines a series of tasks aimed at integrating digital
technologies and modern methods into the
educational process.
METHODOLOGY
In Uzbekistan, the development of an information-
educational
environment
that
enhances
the
professional activities of future educators necessitates
the creation of recommendations aimed at improving
students' ability to effectively utilize modern
technologies.
Before addressing this issue, it is important to briefly
define the concept of "digital competence." Digital
competence refers to the ability to use digital tools and
the internet effectively and safely. It encompasses
educators' ability to utilize technology and information
resources, including skills such as using multimedia
tools, ensuring information security, and evaluating
and selecting digital resources.
Assessing the level indicators of digital competencies in
future educators plays a crucial role in improving the
quality of the education system and enhancing
pedagogical activities. By evaluating students' existing
digital competencies, it becomes possible to determine
their ability to apply digital technologies in their
professional practice. The data obtained through
surveys serve as a foundation for assessing educators'
digital competencies and developing effective
measures to enhance them.
Literature Review
The development of digital competencies in students'
professional activities, the integration of information
and communication technologies into the education
system
to
enhance
learning
quality,
the
implementation and effective use of modern teaching
technologies, as well as the formation of students'
professional communicative competence, have been
explored in the research works of Uzbek scholars such
as U. Sh. Begimqulov, Z. K. Ismoilova,
O. X. To‘raqulov,
S. N. Allayorova, D. N. Mamatov, G. Sh. Mamutova,
and others.
Several foreign researchers, including H. Dowd, L.
Harvey, G. Siemens, M. Prensky, and J. Bergmann, have
conducted studies on the application of modern
technologies in professional training.
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American Journal Of Philological Sciences (ISSN
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One of the key international frameworks in this field is
DigCompEdu (Digital Competence Framework for
Educators), developed by the European Commission.
This framework is designed to assess and enhance
students' digital competencies while supporting
educators in effectively integrating digital technologies
into the teaching process.
Researcher M. I. Kholmatova has studied international
best practices, scientific research, and national
standards to develop six key criteria for assessing the
level indicators of educators' digital competencies.
EFFICIENCY INDICATORS
5. "Security"
Has full
knowledge of
information security and
personal data protection
in the digital
5. "Security"
Has partial
knowledge of information
security and personal data
protection in the digital
environment.
5. "Security"
Does not have
knowledge about information
security and personal data
protection in the digital
environment.
High Efficiency
Moderate Efficiency
No Efficiency Shown
1. "Digital Literacy"
Has the ability to use
digital tools (Internet and
computer technologies).
1.
"Digital Literacy"
Can partially use digital
tools (Internet and computer
technologies).
1.
"Digital Literacy"
Does not have an
understanding of how to use
digital tools (Internet and
computer technologies).
2. "Information
Management"
Has skills in searching,
finding, processing, and
managing information.
2. "Information
Management"
Has partial skills in
searching, finding,
processing, and managing
information.
2. "Information
Management"
Has no clear understanding of
searching, finding, processing,
and managing information.
3. "Communication
and Collaboration"
Has the ability to
establish
communication, share
information, and
collaborate using digital
tools.
3. "Communication and
Collaboration"
Can partially participate
in communication,
information sharing, and
collaboration using digital
tools.
3. "Communication and
Collaboration"
Does not have knowledge
about communication,
information sharing, and
collaboration using digital
tools.
4. "Creating Digital
Content"
Has the skills to create,
edit, and share content
and programs using
digital tools.
4. "Creating Digital
Content"
Can partially perform
content and program
creation, editing, and
sharing using digital tools.
4. "Creating Digital
Content"
Has not developed skills in
creating, editing, and sharing
content using digital tools.
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American Journal Of Philological Sciences (ISSN
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environment.
6. "Problem-Solving"
Can solve pedagogical
problems, find
innovative solutions,
and apply them in
practice using digital
tools.
6. "Problem-Solving"
Can partially solve
problems, find innovative
solutions, and apply them
in practice using digital
tools.
6. "Problem-Solving"
Does
not have knowledge of
solving problems, finding
innovative solutions, and
applying them in practice
using digital tools.
Figure 1. Efficiency Indicators for Assessing the Quality of Digital Competencies
in Future Educators
Analysis and Results
Within the scope of the research, a survey was
conducted to determine the level of digital
competencies among students in higher education
institutions.
A total of 572 students enrolled in pedagogy programs
at the following universities participated in the survey:
Figure 2.
Experimental Sites and the Number of Respondents in the Control-Experimental
Group
The survey questions were based on the six indicators
mentioned above.
The questions were designed to comprehensively
assess students' existing digital competencies,
including their skills in using information technology,
experience with online learning platforms, knowledge
of digital content creation and security, and their ability
to integrate digital tools into their pedagogical
activities.
The survey results among students based on their level
of education were as follows:
•
1st year: 249 students (43.5%)
•
2nd year: 143 students (25%)
•
3rd year: 127 students (22.2%)
•
4th year: 53 students (9.3%)
Responses to the question regarding students' access
to the Internet were as follows:
•
Very good: 18%
•
Good: 37.5%
•
Average: 36.5%
•
Insufficient: 8%
Responses to the question aimed at identifying
difficulties in finding information on the Internet were
as follows:
•
I do not experience any difficulties: 64.5%
•
Inability to conduct searches correctly: 11.4%
•
Inability to understand search results: 7.3%
•
Lack of sufficient search skills: 16.8%
The responses to the question aimed at identifying
scientific resources and databases used in education
were as follows:
Namangan State
Pedagogical
Institute
212 respondents
Denau Institute of
Entrepreneurship
and Pedagogy
220 respondents
Jizzakh State
Pedagogical
University
140 respondents
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American Journal Of Philological Sciences (ISSN
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The responses to the question aimed at determining
how and for what purposes scientific databases are
used, as well as their significance in education, were as
follows:
•
Searching for articles
–
42.8%
•
Citing sources
–
2.4%
•
Searching
for
research
(dissertations,
monographs, patents)
–
17%
•
Keeping up with new developments
–
42.8%
The responses to the question assessing the accuracy
of searching for information in scientific databases
were as follows:
•
Using keywords
–
25.3%
•
Using filters
–
1.2%
•
Entering the full topic
–
69.1%
•
Searching by authors
–
4.4%
The responses to the question aimed at identifying
students' skills in correctly organizing and storing
downloaded information were as follows:
•
Categorizing by topic
–
6.5%
•
Organizing by date
–
19.9%
•
Prioritizing by importance
–
20.3%
•
Saving as separate files
–
53.3%
The results of the question aimed at determining which
digital communication tools are most convenient and
frequently used by students were as follows:
The responses to the question aimed at determining
students' knowledge about information-sharing
platforms and which platforms they use were as
follows:
The responses to the question aimed at identifying
which platforms, software, or applications students use
to create content for effectively and interactively
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American Journal Of Philological Sciences (ISSN
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completing homework and independent learning tasks were as follows:
The results of the question aimed at determining
students' knowledge of content types and their
creation were as follows:
• Text
-based articles
–
21.5%
• Graphics and images –
8%
• Video and audio materials –
22.2%
• Slides –
48.3%
The responses to the question "Which platforms do you
prefer for distributing content?" were as follows:
The responses to the question about which tools are
used for editing created content were as follows:
The survey results regarding digital security measures
and students' preferences for digital tools in education
are as follows:
Measures taken to ensure information security and
protect personal data in the digital environment:
•
Creating backup copies: 54.4%
•
Storing on a hard disk: 5.1%
•
Using cloud storage: 22.6%
•
Not paying attention to this: 18%
Security issues encountered:
•
Hacker attacks: 4.9%
•
Spam or phishing emails: 33.7%
•
Identity theft: 1.2%
•
Have not faced such issues: 60.1%
Preferred digital tools for organizing lessons:
•
Multimedia resources: 38.3%
•
Interactive lessons: 21.9%
•
Distance learning: 6.3%
•
Innovative methods: 32.9%
•
Other responses included: “all methods,”
“books,” “Google”
Understanding of digital competence concept:
•
The ability to use digital technologies
effectively: 28.8%
•
The ability to use digital technologies and the
internet purposefully: 22.6%
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•
The ability to use digital technologies and
internet resources safely and effectively: 40.9%
•
The ability to improve knowledge through
online courses, seminars, and training: 7.7%
The analysis of survey results and responses to open-
ended questions revealed several issues in developing
students' digital competencies. These include:
•
Low interest among students in learning and
effectively using modern technologies.
•
Limited time and opportunities for students to
use digital tools.
•
Lack of support and motivation for students to
effectively utilize digital tools.
•
Absence of specialized seminars, courses, or
training to develop students' digital competencies,
along with inadequate institutional support.
•
Insufficient skills among professors and
teachers in effectively integrating modern technologies
into the educational process.
•
Underdeveloped
infrastructure
for
the
effective use of information and communication
technologies (ICT) in higher education institutions.
•
Inadequate material and technical resources,
with a shortage of necessary technological tools in all
classrooms.
CONCLUSION
The importance of an effective and scientifically
grounded survey for assessing future teachers' digital
competencies has been examined. The survey was
proposed as a key tool for identifying students' existing
digital competencies, considering the role of digital
tools and technologies in pedagogical activities and
their value in the education system. Additionally, the
article highlights the significance of formulating
appropriate
questions
for
assessing
digital
competencies while taking into account the
characteristics of pedagogical activities and students'
needs.
The analysis of the survey questions shows that it
allows for a comprehensive assessment of future
teachers' digital competencies. It provides clear and
complete insights into their understanding and skills
related to digital tools.
Based on this data, students' existing digital
competencies were identified, and their challenges and
difficulties were analyzed.
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Address of the President of the Republic of Uzbekistan,
Shavkat Mirziyoyev, to the Oliy Majlis on January 24,
2020.
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Uzbekistan dated October 8, 2019, "On Approval of the
Concept for the Development of the Higher Education
System of the Republic of Uzbekistan until 2030."
[Online]. Available: https://lex.uz/ru/docs/4545884
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Ismoilova Z.K. (2000). Formation of Students’
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Gulnaz
Shamshetdinovna
(2022).
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of Digital Competences in Future Educators. Modern
Educational System and Innovative Teaching Solutions,
1(4), 745-753.
