Đề xuất khung năng lực số cho giảng viên đại học lĩnh vực khoa học xã hội

Tóm tắt

Digital transformation and the rapid advancement of artificial intelligence are placing new demands on university lecturers. However, existing digital competence frameworks do not fully reflect the professional roles and responsibilities of university lecturers or the specific characteristics of the social sciences. This study employs a literature review approach, analyzing and comparing national and international digital competence frameworks while considering the professional duties of university lecturers and the distinctive features of the social sciences. The findings propose a digital competence framework comprising five domains and seventeen criteria, structured across three proficiency levels: basic, proficient, and advanced. In addition to common competencies related to teaching, assessment, and professional development, the framework emphasizes discipline-specific requirements such as the digitization of social science resources, qualitative and quantitative data analysis, the use of AI in teaching, research, and other academic activities, the promotion of academic integrity, and the protection of human-subject data. The proposed framework may serve as a reference for competence assessment, the identification of professional development needs, and the design of professional development programs for social science lecturers. Future research should involve expert consultation and empirical validation to examine the reliability and applicability of the framework.