Samoocena digitalne kompetentnosti študentov pedagoških študijskih programov Univerze na Primorskem

Volk, Marina; Štemberger, Tina

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Title:	Samoocena digitalne kompetentnosti študentov pedagoških študijskih programov Univerze na Primorskem
Authors:	ID Volk, Marina (Author) ID Štemberger, Tina (Author)
Files:	ZUP_Volk_Marina_2026.pdf (127,59 KB) MD5: ECCBA15750D0477486930A8616D52FF7 https://www.hippocampus.si/ISBN/978-961-293-568-9/2.pdf
Language:	Slovenian
Work type:	Unknown
Typology:	1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:	ZUP - University of Primorska Press
Abstract:	Samoocenjevanje digitalne kompetence med študenti, bodočimi pedagoškimi delavci, pridobiva vse večjo pozornost, zlasti v kontekstu izboljševanja kakovosti izobraževanja in izpolnjevanja zahtev pedagoškega poklica. Bistvena sestavina izobraževanja pedagoškega kadra danes vključuje spodbujanje digitalnih kompetenc, ki obsegajo ne le tehnične spretnosti, temveč tudi sposobnost učinkovitega vključevanja teh spretnosti v pedagoško prakso. Z vprašalnikom, ki je bil oblikovan po področjih digitalnih kompetenc, kot jih je postavil okvir DigiComp2.1, smo preverili, kako lastne digitalne kompetence ocenjujejo študenti pedagoških študijskih programov Univerze na Primorskem. Analiza rezultatov je pokazala, da študenti svoje digitalne kompetence kot najvišje ocenjujejo na področjih informacijske in podatkovne pismenosti ter komuniciranja in sodelovanja, kot najnižje pa na področju ustvarjanja digitalnih vsebin in varnosti. Med študenti prvostopenjskih in drugostopenjskih študijskih programov ni večjih razlik v samooceni digitalnih kompetenc, razlike se kažejo zgolj na področju informacijske in podatkovne pismenosti, kjer se študenti drugostopenjskih programov ocenjujejo višje. Pomembno je, da se bodoči pedagoški kader usposobi za pedagoško delo, ki vključuje sistematično razvijanje lastne digitalne kompetence in digitalne kompetence učencev, saj bo lahko šola mlade le tako pripravila na aktivno, kritično in odgovorno delovanje v družbi prihodnosti.
Keywords:	samoocena, digitalne kompetence, bodoči pedagoški kader, DigiComp
Publication status:	Published
Publication version:	Version of Record
Place of publishing:	Koper
Publisher:	Založba Univerze na Primorskem
Year of publishing:	2026
Number of pages:	str. 25-43
PID:	20.500.12556/RUP-23374
UDC:	37.011.3-051:004
DOI:	10.26493/978-961-293-568-9.2
COBISS.SI-ID:	280968707
Publication date in RUP:	29.07.2026
Views:	34
Downloads:	0
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Record is a part of a monograph

Title:	Razvoj kompetenc prihodnosti v pedagoških študijskih programih
Place of publishing:	Koper
Publisher:	Založba Univerze na Primorskem
Year of publishing:	2026
ISBN:	978-961-293-568-9
COBISS.SI-ID:	278627587

Document is financed by a project

Funder:	Other - Other funder or multiple funders
Funding programme:	Ministrstvo za vzgojo in izobraževanje
Project number:	C3350-23-931000
Name:	Posodobitev pedagoških študijskih programov
Acronym:	Posodobitev PŠP NOO

Licences

License:	CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International

Link:	http://creativecommons.org/licenses/by-sa/4.0/
Description:	This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:	English
Title:	Digital competence self-assessment among students of teacher education programmes at the University of Primorska
Abstract:	The self-assessment of digital competence among students, future teachers, has been gaining increasing attention, particularly in the context of improving the quality of education and meeting the demands of the teaching profession. A key component of teacher education today involves fostering digital competences, which encompass not only technical skills but also the ability to effectively integrate these skills into pedagogical practice. Using a questionnaire structured around the areas of digital competence defined in the DigiComp 2.1 framework, we examined how students enrolled in teacher education programmes at the University of Primorska evaluate their own digital competences. The analysis revealed that students rated themselves highest in the areas of information and data literacy, as well as communication and collaboration, while they rated themselves lowest in digital content creation and safety. No significant differences were found between undergraduate and graduate students in the overall self-assessment of digital competence, with the exception of information and data literacy, where graduate students reported higher self-ratings. It is essential that future teachers are trained for pedagogical work that systematically develops both their own digital competences and those of their students, as only in this way can schools prepare young people for active, critical, and responsible participation in society of the future.
Keywords:	self-assessment, digital competences, future teachers, DigiComp

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