DigCompEdu Framework in Higher Education: Digital Competency Level of Faculty Members

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Baran B., Yacı Ş. N., Karagöz E., Güney L. Ö., Akdoğan F. S.

The 4nd International Conference on Distance Learning and Innovative Educational Technologies (DILET2022), Ankara, Turkey, 8 - 09 December 2022, pp.273-279

  • Publication Type: Conference Paper / Full Text
  • City: Ankara
  • Country: Turkey
  • Page Numbers: pp.273-279
  • Dokuz Eylül University Affiliated: Yes


In the future, it is expected that universities will be designed to include face-to-face and virtual campuses. Virtual campuses enable disadvantaged students to receive an equivalent education to their peers without falling behind, and thus they help to put into practice inclusive education. In this context, determining the digital competencies of instructors who are expected to continue online education is an essential research topic in higher education. In this study, we aimed to provide suggestions that can strengthen the virtual campus dimension of universities by determining the digital competence levels of instructors. The study was designed as survey research. As a data collection tool, Digital Competence Scale for Educators was used, and the data were analyzed descriptively. The data collection tool consisted of 2 parts: demographic information and digital competence scale. 234 faculty members who are 96 men (41%) and 138 women (59%), participated in the study voluntarily. 71.8% of the participants stated that they had lectured at the university level for 10 years or more, and 59.8% indicated that they lectured both online and face-to-face. The findings showed that approximately 80% of those described their digital literacy as adequate or quite adequate. Also, the average score on the Digital Competence Scale was found to be 46.26 out of 88. This study will present the DigCompEdu digital proficiency levels (Explorer, Integrator, Expert, Leader, Pioneer) of faculty members in Turkey. As a result, this study will contribute to the design, development, and integration of plans and policies on improving digital competence levels of faculty members who are expected to be the educators of virtual classrooms.