METHODOLOGY FOR DEVELOPING STUDENTS’ DIGITAL TECHNOLOGY COMPETENCE
Raymova Marfuga Umirzakovna
Keywords: digital competence; higher education; digital literacy; instructional methodology; DigComp; project-based learning; formative assessment; digital citizenship.
Abstract
This article presents a structured methodology for developing students’ digital technology competence in higher education. Drawing on competency-based education, constructivist learning and the European Digital Competence Framework (DigComp 2.2), it proposes a five-stage instructional cycle: diagnosis, goal setting, guided practice, authentic application and reflective assessment. The approach combines problem-based learning, collaborative digital projects, information literacy, responsible artificial intelligence use and formative feedback. A multidimensional assessment rubric is suggested to evaluate technical proficiency, critical judgement, communication, content creation and digital safety. The article is conceptual rather than experimental; therefore, the proposed model is intended for contextual adaptation and subsequent empirical validation.
References
1. OECD. (2023). OECD Digital Education Outlook 2023: Towards an Effective Digital Education Ecosystem. OECD Publishing. https://doi.org/10.1787/c74f03de-en
2. UNESCO. (2018). UNESCO ICT Competency Framework for Teachers (Version 3). UNESCO.
3. Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens—With New Examples of Knowledge, Skills and Attitudes. Publications Office of the European Union. https://doi.org/10.2760/115376
