Năng lực số của đội ngũ giảng viên Trường Đại học Khoa học - Đại học Thái Nguyên: Thực trạng và một số khuyến nghị
Tóm tắt
The Fourth Industrial Revolution has led to the requirement for university faculty members to enhance their digital competence. Aiming to explore the current state of digital competence and related issues among faculty members at the University of Science, Thai Nguyen University, this paper analyzes and synthesizes several studies on digital competence frameworks for university lecturers as a theoretical foundation. Based on this foundation, the study combines interviews with faculty members, observations, and analyses to provide initial insights into the digital competence status of lecturers at the University of Science, Thai Nguyen University. Furthermore, the paper examines the digital competence requirements for faculty members at the University of Science, Thai Nguyen University, in teaching and scientific research. Based on the findings, it proposes solutions for professional development, technology investment, and policy improvements to support faculty members in enhancing their digital competence.
Tài liệu tham khảo
Awad, A., Shemais, M., & Al-Embabi, M. (2024). Driving HR performance through digital transformation in educational directorates: A strategic imperative. Problems and Perspectives in Management, 22(4), 163-173.
Barbosa, M. L. D. O., Marín-Suelves, D., Becerra-Brito, C. V., & Torres, A. C. (2023). Digital didactic materials for the teaching/learning of the natural sciences: a bibliometric analysis. Texto Livre, 16, e46865.
Bohari, A., Wider, W., Udang, L. N., Jiang, L., Tanucan, J. C. M., & Lajuma, S. (2024). Transformational leadership’s role in shaping Education 4.0 within Higher Education. Journal of Infrastructure, Policy and Development, 8(8), 4900.
Budi, A., Goh, T. S., Prawiyogi, A. G., Zebua, S., Khanna, G., & Daeli, O. P. (2024, August). Implementing technology to develop lecturer competencies from a human resource management perspective. In 2024 3rd International Conference on Creative Communication and Innovative Technology (ICCIT) (pp. 1-7). IEEE.
Cocârță, D. M., Lăcureanu, A. M., Pica, A. Ș., Streche, C. (2024). Digital Transformation of Teaching and Learning in Environmental Engineering for a Sustainable Education. In: Cioca, L. I., Ivascu, L., Filip, F. G., Doina, B. (eds) Digital Transformation. Intelligent Systems Reference Library, 253. Springer, Cham.
Disastra, G. M., Noermijati, N., Irawanto, D. W., & Moko, W. (2024). Digital competence and lecturer performance: A proposed conceptual framework to support digital transformation in universities. In AIP Conference Proceedings (Vol. 3239, No. 1). AIP Publishing.
Đỗ Văn Hùng (chủ biên), Phạm Hải Chung, Nguyễn Thị Kim Dung, Phan Thanh Đức, Lê Quốc Hải, Trần Đức Hòa, Mai Anh Thơ, Bùi Thanh Thủy (2022). Năng lực số (sách chuyên khảo). NXB Đại học Quốc gia Hà Nội.
Doering, C., Reiche, F., & Timinger, H. (2021). Digital Transformation of Transfer in Universities. ICE-B, 2021, 109-115.
Ghoml, M., & Pinkwart, N. (2020, November). Teacher professional development based on the DigCompEdu framework. In International Conference on Computers in Education (pp. 689-691).
Ha, M. T. (2024). Digital transformation of lecturers at universities in Hanoi. Pakistan Journal of Life and Social Sciences, 22(2), 8887-8894.
Hilton, A., & Hilton, G. (2013). Incorporating digital technologies into science classes: Two case studies from the field. International Journal of Pedagogies and Learning, 8(3), 153-168.
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21, 655-679.
Julian, N. (2022). New roles and competencies of teachers in the ICT-mediated learning environment of Russian universities. Образование и наука, 24(1), 191-221.
Klave, E., & Cane, R. (2024, June). Digital transformation of higher education: integrating multimedia systems into the study process. In Environment. Technologies. Resources. Proceedings of the International Scientific and Practical Conference (Vol. 2, pp. 168-174).
Korhonen, T., Karme, S., Airaksinen, J., Laakso, N., & Salo, L. (2024). Finnish teachers’ experiences with transformative digital agency. Cogent Education, 11(1), 2402683.
Lê Anh Vinh, Bùi Diệu Quỳnh, Đỗ Đức Lân, Đào Thái Lai, Tạ Ngọc Trí (2021). Xây dựng khung năng lực số cho học sinh phổ thông Việt Nam. Tạp chí Khoa học Giáo dục Việt Nam, số đặc biệt tháng 01/2021, 1-11.
Mardiana, H. (2024). Perceived impact of lecturers’ digital literacy skills in higher education institutions. SAGE Open, 14(3), 21582440241256937.
Mondragon-Estrada, E., Kirschning, I., Nolazco-Flores, J. A., & Camacho-Zuñiga, C. (2023, August). Fostering digital transformation in education: technology enhanced learning from professors’ experiences in emergency remote teaching. In Frontiers in Education (Vol. 8, p. 1250461).
Frontiers Media SA. Neden, J., Cleak, H., & Thomson, S. (2020). Towards agility: Scaffolding anticipative education in social work. The British Journal of Social Work, 50(4), 1258-1276.
Nekhass, H., Yassine, F. E., Boumediane, M. B., Azzi, O., Lahiala, M. A., & Lahiala, A. (2024, May). Digital Transformation and Artificial Intelligence: A New Horizon for Higher Education Effectiveness. In 2024 Mediterranean Smart Cities Conference (MSCC) (pp. 1-4). IEEE.
Nguyễn Thị Lan Hương (2024). Một số vấn đề lí luận về phát triển đội ngũ giáo viên đáp ứng đổi mới giáo dục đại học. Tạp chí Khoa học Giáo dục Việt Nam, 11, 10-15.
Nicolay, R., Schwennigcke, B., Vetterick, J., Sucharowski, W., & Cap, C. H. (2015). Interlect-lecture content interface. In International Conference on Computer Supported Education (Vol. 2, pp. 269-276). SCITEPRESS.
Ninh Thị Kim Thoa (2022). Khảo sát thực trạng năng lực số của giảng viên các ngành Khoa học xã hội và Nhân văn. Tạp chí Thông tin và Tư liệu, 1(22), 12-21.
Pham, T. N., & London, J. (2010). The higher education reform agenda: A vision for 2020. In Reforming higher education in Vietnam: Challenges and priorities (pp. 51-64). Springer.
Sjöberg, J., & Lilja, P. (2019). University teachers’ ambivalence about the digital transformation of higher education. International Journal of Learning, Teaching and Educational Research, 18(13), 133-149.
Suelves, D. M., Méndez, V. G., & Mas, J. A. R. L. (2022). Análisis de la competencia digital en el futuro profesorado a través de un diseño mixto. Revista de Educación a Distancia (RED), 22(70).
Thủ tướng Chính phủ (2024). Quyết định số 1705/QĐ-TTg ngày 31/12/2024 ban hành Chiến lược phát triển giáo dục đến năm 2030, tầm nhìn 2045.
Tretinjak, M. F., & Anđelić, V. (2016). Digital competences for teachers: Classroom practice. In 2016 39th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO) (pp. 807-811). IEEE.
Trịnh Thị Phương Thảo, Trịnh Thanh Hải, Lê Minh Cường, Đỗ Bảo Châu, Trần Trung (2024). Năng lực số của học sinh trung học phổ thông ở Việt Nam. Tạp chí Giáo dục, 24(6), 6-11.
Tsankov, N., & Damyanov, I. (2019). The Digital Competence of Future Teachers: Self-Assessment in the Context of their Development. International Journal of Interactive Mobile Technologies, 13(12), 4-18. https://doi.org/ 10.3991/ijim.v13i12.11068
UNESCO (2018). A global framework of reference on digital literacy. UNESCO Institute for Statistics.
Yavuz, M., Kayalı, B., & Karaman, S. (2023). An Investigation of Digital Transformation Activities of Higher Education in Türkiye. Participatory Educational Research, 10(4), 237-255.
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 .
