Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation
The rapid evolution of digital technologies has fundamentally transformed the landscape of computer science education, creating unprecedented opportunities and significant challenges for developing comprehensive digital competence among learners. This study presents an integrated theoretical framewo...
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| Format: | Article |
| Language: | German |
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Academy of Cognitive and Natural Sciences
2025-07-01
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| Series: | Освітній вимір |
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| Online Access: | https://acnsci.org/journal/index.php/ed/article/view/945 |
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| author | Yuliia V. Yechkalo Viktoriia V. Tkachuk Serhiy O. Semerikov Svitlana M. Khotskina Oksana M. Markova Andrii S. Kravets |
| author_facet | Yuliia V. Yechkalo Viktoriia V. Tkachuk Serhiy O. Semerikov Svitlana M. Khotskina Oksana M. Markova Andrii S. Kravets |
| author_sort | Yuliia V. Yechkalo |
| collection | DOAJ |
| description | The rapid evolution of digital technologies has fundamentally transformed the landscape of computer science education, creating unprecedented opportunities and significant challenges for developing comprehensive digital competence among learners. This study presents an integrated theoretical framework for fostering digital competence in computer science students within higher education institutions, bridging the gap between established pedagogical theories and emerging digital literacy requirements. We developed and validated a multidimensional approach to digital competence development based on synthesising international frameworks, including DigComp 2.2, DigCompEdu, and insights from global implementations. Our experimental research involved 25 undergraduate computer science students divided into control and experimental groups, with the latter experiencing specifically designed pedagogical interventions integrating motivation enhancement strategies and innovative teaching technologies. The study employed a comprehensive methodological framework evaluating digital competence across three key dimensions: cognitive-educational, information-search, and security-value. Statistical analysis using Pearson's chi-squared test revealed significant improvements in all dimensions for the experimental group, with the empirical χ2 value (239.896) substantially exceeding the critical value (5.991) at p < 0.05. The findings demonstrate that traditional educational methods alone are insufficient for developing the complex digital competencies required in contemporary computer science practice. Our integrated framework, which balances theoretical knowledge with practical application in authentic contexts, proved significantly more effective. This research contributes to the global discourse on digital education transformation by providing actionable insights for curriculum development, faculty training, and institutional policy. The proposed framework offers a scalable model for enhancing digital competence development that can be adapted across diverse educational contexts, addressing the critical need for preparing computer science graduates who can navigate and shape the rapidly evolving digital landscape. |
| format | Article |
| id | doaj-art-1a92c955eddb4f2c88b646065eb34c59 |
| institution | Matheson Library |
| issn | 2708-4604 2708-4612 |
| language | deu |
| publishDate | 2025-07-01 |
| publisher | Academy of Cognitive and Natural Sciences |
| record_format | Article |
| series | Освітній вимір |
| spelling | doaj-art-1a92c955eddb4f2c88b646065eb34c592025-07-17T13:53:37ZdeuAcademy of Cognitive and Natural SciencesОсвітній вимір2708-46042708-46122025-07-0110.55056/ed.945Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovationYuliia V. Yechkalo0https://orcid.org/0000-0002-0164-8365Viktoriia V. Tkachuk1https://orcid.org/0000-0002-5879-5147Serhiy O. Semerikov2https://orcid.org/0000-0003-0789-0272Svitlana M. Khotskina3https://orcid.org/0000-0002-0297-930XOksana M. Markova4https://orcid.org/0000-0002-5236-6640Andrii S. Kravets5https://orcid.org/0009-0004-4984-2919Kryvyi Rih National UniversityKryvyi Rih National UniversityKryvyi Rih State Pedagogical UniversityKryvyi Rih National UniversityKryvyi Rih National UniversityKryvyi Rih National UniversityThe rapid evolution of digital technologies has fundamentally transformed the landscape of computer science education, creating unprecedented opportunities and significant challenges for developing comprehensive digital competence among learners. This study presents an integrated theoretical framework for fostering digital competence in computer science students within higher education institutions, bridging the gap between established pedagogical theories and emerging digital literacy requirements. We developed and validated a multidimensional approach to digital competence development based on synthesising international frameworks, including DigComp 2.2, DigCompEdu, and insights from global implementations. Our experimental research involved 25 undergraduate computer science students divided into control and experimental groups, with the latter experiencing specifically designed pedagogical interventions integrating motivation enhancement strategies and innovative teaching technologies. The study employed a comprehensive methodological framework evaluating digital competence across three key dimensions: cognitive-educational, information-search, and security-value. Statistical analysis using Pearson's chi-squared test revealed significant improvements in all dimensions for the experimental group, with the empirical χ2 value (239.896) substantially exceeding the critical value (5.991) at p < 0.05. The findings demonstrate that traditional educational methods alone are insufficient for developing the complex digital competencies required in contemporary computer science practice. Our integrated framework, which balances theoretical knowledge with practical application in authentic contexts, proved significantly more effective. This research contributes to the global discourse on digital education transformation by providing actionable insights for curriculum development, faculty training, and institutional policy. The proposed framework offers a scalable model for enhancing digital competence development that can be adapted across diverse educational contexts, addressing the critical need for preparing computer science graduates who can navigate and shape the rapidly evolving digital landscape.https://acnsci.org/journal/index.php/ed/article/view/945digital competencecomputer science educationpedagogical frameworkhigher education innovationintegrated learning modeldigital transformation |
| spellingShingle | Yuliia V. Yechkalo Viktoriia V. Tkachuk Serhiy O. Semerikov Svitlana M. Khotskina Oksana M. Markova Andrii S. Kravets Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation Освітній вимір digital competence computer science education pedagogical framework higher education innovation integrated learning model digital transformation |
| title | Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation |
| title_full | Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation |
| title_fullStr | Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation |
| title_full_unstemmed | Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation |
| title_short | Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation |
| title_sort | developing digital competence in computer science education an integrated framework for theory driven pedagogical innovation |
| topic | digital competence computer science education pedagogical framework higher education innovation integrated learning model digital transformation |
| url | https://acnsci.org/journal/index.php/ed/article/view/945 |
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