Đề xuất khung năng lực số của giảng viên đại học Việt Nam trong bối cảnh Cách mạng công nghiệp 4.0
Tóm tắt
In the context of the 4th Industrial Revolution, it’s essential for university graduates to possess digital competencies. This requirement can only be fulfilled if universities implements comprehensively transformation from technology platforms to operating processes and human resources. As the core force contributing to this transformation process of universities, faculties also need new competencies meeting the requirements of universities 4.0. Based on an overview of typical educator digital competency frameworks in the world and a theoretical and practical analysis of the responsibilities of Vietnamese lecturers, the article proposes a digital competency framework for Vietnamese lecturers concerning 5 aspects (basic digital competencies, teaching, scientific research, professional development, supporting learners’ digital competencies development), 12 specific competencies, 3 competency levels, and 6 proficiency levels. Based on the proposed digital competency framework for lecturers, higher education institutions can develop assessment tools with specific scales to help lecturers and organizations determine precisely their proficiency level in each group of digital competencies, thereby proposing appropriate digital competency development programs for lecturers at different levels. At the same time, the article also suggests some further research directions on this topic.
Tài liệu tham khảo
Brooks, D. C., & McCormack, M. (2020). Driving Digital Transformation in Higher Education. ECAR research report.
Cabero-Almenara, J., Guillén-Gámez, F.D., Ruiz-Palmero, J., & Palacios-Rodríguez, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges. Education and Information Technologies, 26, 4691-4708.
Deloitte Global and the Global Business Coalition for Education (2018). Preparing tomorrow's workforce for the Fourth Industrial Revolution. For business: A framework for action. https://www2.deloitte.com/content/dam/Deloitte/global/Documents/About-Deloitte/gx-preparing-tomorrow-workforce-for-4IR.pdf
Euro Commission (2017). Digital Competence Framework for Educators. https://ec.europa.eu/jrc/en/digcompedu
European Commission (2006). Recommendation on key competences for lifelong learning. Council of 18 December 2006 on key competences for lifelong learning, 2006/962/EC, L. 394/15. http://eur-lex.europa.eu/legal-content/en/TXT/?uri=CELEX:32006H0962&qid=1496720114366
Ghomi, M., & Redecker, C. (2019). Digital Competence of Educators (DigCompEdu): Development and Evaluation of a Self - assessment Instrument for Teachers’ Digital Competence. In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pp. 541-548, SCITEPRESS - Science and Technology Publications, ISBN: 978-989-758-367-4.
INTEF (2017). Common Digital Competence Framework for Teachers. The National Institute of Educational Technologies and Teacher Training, Spain.
Karsenti, T., Poellhuber, B., Parent, S., & Michelot, F. (2020). What is the Digital Competency Framework?, International Journal of Technologies in Higher Education, 17(1), 11-14.
Mehaffy G. L. (2012). Challenge and Change. Educause Review, 47(5), 25-42.
Miraoui, A. (2015). L’Université de demain vers l’Université 4.0. Comment former les nouvelles générations? https://www.utbm.fr/wp-content/uploads/2015/04/Universite%CC%81_de_Demain_Universite%CC%81_4.0_Miraoui_compressed.pdf
Nguyễn Anh Thư (2021). Nghiên cứu năng lực thiết yếu của người lao động trong Cách mạng công nghiệp 4.0: Đề xuất mô hình năng lực mới của giảng viên Việt Nam. Tạp chí Quản lí giáo dục, 6, 5-10.
Noe, R.A. (2008). Employee training and development (4th edn). McGraw-Hill Irwin, Boston.
Oberländer, M., Beinicke, A., & Bipp, T. (2020). Digital competencies: A review of the literature and applications in the workplace. Computer & Education, 146. https://doi.org/10.1016/j.compedu.2019.103752
Phạm Văn Linh (2015). Định hướng chiến lược, giải pháp đột phá nhằm đổi mới căn bản và toàn diện giáo dục -đào tạo. Đề tài cấp Nhà nước, Bộ Khoa học và Công nghệ.
Quốc hội (2018). Luật sửa đổi bổ sung một số điều của Luật Giáo dục đại học. Luật số 34/2018/QH14, ban hành ngày 19/11/2018.
Seres L., Pavlicevic V., Tumbas, V. (2018). Digital transformation of higher education: Competing on Analytics,12th International Technology. Education and Development Conference (INTED 2018).
Simic, M., & Nedelko, Z. (2019). Development of competence model for Industry 4.0: A theoretical approach, presented in 37th International Scientific Conference on Economic and Social Development - “Socio Economic Problems of Sustainable Development” - Baku, 14-15 February 2019.
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Stone, R. J. (2008). Managing human resources (2nd ed). John Willey & Sons.
Tải xuống
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
