Digital Competence of Young Adults in Poland

Małgorzata Ćwiek; Katarzyna Maj-Serwatka

doi:10.18778/0208-6018.368.03

Authors

Małgorzata Ćwiek Krakow University of Economics, Department of Statistics, Cracow, Poland https://orcid.org/0000-0002-6375-098X
Katarzyna Maj-Serwatka Krakow University of Economics, Department of Public Finance, Cracow, Poland https://orcid.org/0000-0003-0312-3359

DOI:

https://doi.org/10.18778/0208-6018.368.03

Keywords:

education, e‑inclusion/exclusion, information society, competence, survey data

Abstract

Digital transformation is a challenge for many areas of modern society functioning. The effects of digitalisation are particularly noticeable in the labour market and are expressed, among others, in new requirements of employers both for professionally active people and those entering the labour market. Technological advances and automation are reducing the number of low skilled jobs. Moreover, employees are required to be more flexible. As a consequence, there is a need to adapt to changing trends in the labour market, and to constantly learn and acquire new competences, including digital competences.

This paper aims to identify vulnerabilities regarding digital competences and their determinants amongst young adults in Poland. Furthermore, detailed objectives were defined: (1) assessment of the level of digital competences of young adults in Poland; (2) identification of the gaps in this area; (3) identification of factors differentiating the level of digital competences.

The catalogue of competences under study was taken from the European Digital Competence Framework, which includes 21 digital competences grouped into five areas: (information and data literacy; communication and collaboration; digital content creation; safety; problem solving). To achieve the objective, a nationwide survey was conducted. The sample consisted of 1,000 young adult respondents (aged 18–30), with at least secondary education, selected by quotas from panel participants. The research methods used statistical analysis, including descriptive statistics, regression modelling (stepwise regression), as well as t-tests for independent samples, and One-Way ANOVA.

Research results indicate that digital competences of young adults vary depending on the area. The respondents are aware of their insufficient skills, especially in the area of digital content creation (skills connected with programming). A relatively considerable share of individuals have no intention of acquiring these competences as part of lifelong learning. Self assessment of competences also indicates that their level differs due to individuals’ gender, age, level of education, and profile of education.

Downloads

Download data is not yet available.

References

Abele S. (2017), Förderung berufsfachlicher Problemlösekompetenzen, “Lernen & Lehren”, vol. 32(126), pp. 60–66.
Google Scholar

Aczel A.D., Sounderpandian J. (2008), Complete Business Statistics, McGraw–Hill/Irwin, Boston.
Google Scholar

Ala-Mutka K. (2011), Mapping digital competence: towards a conceptual understanding, Joint Research Center, Institute for Prospective Technological Studies, European Commission, Seville.
Google Scholar

Amiel T., Sargent S.L. (2004), Individual differences in Internet usage motives, “Computers in Human Behavior”, vol. 20(6), pp. 711–726.
Google Scholar

Andretta S. (2007), Phenomenography: a conceptual framework for information literacy education, “Aslib Proceedings”, vol. 59(2), pp. 152–168.
Google Scholar

Ashoff S. (2017), Digitale Kompetenzen? Fehlanzeige!, “Wissensmanagement”, vol. 6–7, pp. 40–41.
Google Scholar

AT&T (2016), What Every CEO Needs to Know About Cybersecurity. Decoding the Adversary, “AT&T Cybersecurity Insights Report”, vol. 1.
Google Scholar

Basantes-Andrade A., Cabezas-González M., Casillas-Martín S. (2020), Digital competences relationship between gender and generation of university professors, “International Journal on Advanced Science Engineering Information Technology”, vol. 10(1), pp. 205–211.
Google Scholar

Bawden D. (2008), Origins and Concepts Of Digital Literacy, [in:] C. Lankshear, M. Knobel, (eds.), Digital Literacies: Concepts, Policies & Practices, Peter Lang Publishing, New York, pp. 17–32.
Google Scholar

Bejaković P., Mrnjavac Ž. (2020), The importance of digital literacy on the labour market, “Employee Relations”, vol. 42(4), pp. 921–932, https://doi.org/10.1108/ER-07-2019-0274
Google Scholar

Bernate J., Fonseca I., Guataquira A., Perilla A. (2021), Competencias Digitales en estudiantes de Licenciatura en Educación Física (Digital Competences in Bachelor of Physical Education students), “Retos”, vol. 41, pp. 310–318, https://doi.org/10.47197/retos.v0i41.85852
Google Scholar

Bordas-Beltrán J.L., Guadalupe Arras-Vota A.M. de (2018), Mexican students’ perspectives on ICT competencies. A gender-based analysis, “Revista Latina de Comunicación Social”, vol. 73, pp. 462–477.
Google Scholar

Braverman B. (2016), The digital divide: How income inequality is affecting literacy instruction, and what all educators can do to help close the gap, “Literacy Today”, vol. 33(4), pp. 16–20.
Google Scholar

Brown L., George B., Mehaffey-Kultgen C. (2018), The development of a competency model and its implementation in a power utility cooperative: an action research study, “Industrial and Commercial Training”, vol. 50(3), pp. 123–135.
Google Scholar

Brynjolfsson E., McAfee A. (2014), The second machine age: Work, progress, and prosperity in a time of brilliant technologies, W.W. Norton & Company, Inc., New York.
Google Scholar

Buckingham D. (2003), Media education and the end of the critical consumer, “Harvard Educational Review”, vol. 73(3), pp. 309–327.
Google Scholar

Bugowski Ł.K., Trzaska K. (2023), Rola kompetencji cyfrowych w zrównoważonym rozwoju, [in:] M. Proniewski, D. Kiełczewski (eds.), Mechanizmy zrównoważonego rozwoju, Wydawnictwo Uniwersytetu w Białymstoku, Białystok, pp. 161–175.
Google Scholar

Butler-Adam J. (2018), The Fourth Industrial Revolution and education, “South African Journal of Science”, vol. 114(5/6).
Google Scholar

Calderón D. (2019), Technological capital and digital divide among young people: An intersectional approach, “Journal of Youth Studies”, vol. 22(7), pp. 941–958, https://doi.org/10.1080/13676261.2018.1559283
Google Scholar

Calderón D., Sanmartín Ortí A., Kuric S. (2022), Self-confidence and digital proficiency: Determinants of digital skills perceptions among young people in Spain, “First Monday”, vol. 27(4), https://doi.org/10.5210/fm.v27i4.12566
Google Scholar

Calvani A., Fini A., Ranieri M. (2010), La competenza digitale nella scuola: modelli e strumenti per valutarla e svilupparla, Edizioni Erickson, Trento.
Google Scholar

Casillas S., Cabezas M., Ibarra M.S., Rodríguez G. (2017), Evaluation of digital competence from a gender perspective, [in:] J.M. Dodero, M.S.I. Sáiz, I.R. Rube, Proceedings of the 5th international conference on technological ecosystems for enhancing multiculturality, Association for Computing Machinery, New York, pp. 1–5.
Google Scholar

Coiro J., Knobel M., Lankshear C., Leu D.J. (eds.) (2014), Handbook of research on new literacies, Routledge, New York.
Google Scholar

Curtarelli M., Gualtieri V., Shater Jannati M., Donlevy V . (2016), ICT for Work: Digital Skills in the Workplace, European Commission, Brussels.
Google Scholar

Davies R.S. (2011), Understanding technology literacy: A framework for evaluating educational technology integration, “TechTrends”, vol. 55, pp. 45–52.
Google Scholar

Eger L., Klement M., Tomczyk Ł., Pisoňová M., Petrová G. (2018), Different user groups of university students and their ICT competence: evidence from three countries in Central Europe, “Journal of Baltic Science Education”, vol. 17(5), pp. 851–866, https://doi.org/10.33225/jbse/18.17.851
Google Scholar

Eshet-Alkalai Y. (2004), Digital Literacy. A Conceptual Framework for Survival Skills in the Digital Era, “Journal of Educational Multimedia & Hypermedia”, vol. 13(1), pp. 93–106.
Google Scholar

European Commission (2020), Digital Education Action Plan 2021–2027. Resetting education and training for the digital age, Publications Office of the European Union, Luxembourg.
Google Scholar

Eurostat (2021a), Share of individuals having at least basic digital skills, by sex (sdg_04_70), https://ec.europa.eu/eurostat/databrowser/view/sdg_04_70/default/table (accessed:10.05.2023).
Google Scholar

Eurostat (2021b), Individuals’ level of digital skills (from 2021 onwards) (isoc_sk_dskl_i21), https://ec.europa.eu/eurostat/databrowser/view/ISOC_SK_DSKL_I21__custom_2397093/bookmark/table?lang=en&bookmarkId=dc481686-c938-4e07-b03c-8e039f532857 (accessed:10.05.2023).
Google Scholar

Ferrari A. (2012), Digital competence in practice: An analysis of frameworks, European Commission, Joint Research Centre JRC, Sevilla.
Google Scholar

Ferrari A. (2013), DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. European Commission Joint Research Centre Institute for Prospective Technological Studies, Publications Office of the European Union, Luxembourg.
Google Scholar

Gajdzik B. (2018), Przejście od „Work-life Balance” do „Tech-life Harmony” w Przemyśle 4.0, “Zeszyty Naukowe Wyższej Szkoły Zarządzania Ochroną Pracy w Katowicach”, vol. 1(14), pp. 21–33.
Google Scholar

García-Prieto F.J., López-Aguilar D., Delgado-García M. (2022), Competencia digital del alumnado universitario y rendimiento académico en tiempos de COVID–19, “Pixel-Bit. Revista de Medios y Educación”, vol. 64, pp. 165–199.
Google Scholar

Gilster P. (1997), Digital literacy, John Wiley, Chichester–New York.
Google Scholar

Gnambs T. (2021), The development of gender differences in information and communication technology (ICT) literacy in middle adolescence, “Computers in Human Behavior”, vol. 114, 106533, https://doi.org/10.1016/j.chb.2020.106533
Google Scholar

Grzybowska K., Lupicka A. (2017), Key competence for Industry 4.0, “Economics & Management Innovations (ICEMI)”, vol. 1(1), pp. 250–253.
Google Scholar

Guillén Gámez F.D., Perrino Peña M. (2020), Análisis Univariante de la Competencia Digital en Educación Física: un estudio empírico (Univariate Analysis of Digital Competence in Physical Education: an empirical study), “Retos”, vol. 37, pp. 326–332, https://doi.org/10.47197/retos.v37i37.72052
Google Scholar

Hartley J., McWilliam K., Burgess J., Banks J. (2008), The uses of multimedia: Three digital literacy case studies, “Media International Australia”, vol. 128(1), pp. l59–172.
Google Scholar

Hecker I., Loprest P. (2019), Foundational Digital Skills for Career Progress, Urban Institute, Washington.
Google Scholar

Hilton M. (2008), Skills for Work in the 21st Century: What Does the Research Tell Us?, “Academy of Management Perspectives”, vol. 22(4), pp. 63–78, http://www.jstor.org/stable/27747479
Google Scholar

Hoel T., Holtkamp P. (2012), Requirements modelling in international information systems design – what competencies are needed and how to manage them?, [in:] J.G. Cegarra (ed.), Proceedings of the 13th European Conference on Knowledge Management, Academic Conferences Ltd., Cartagena, pp. 466–475.
Google Scholar

Hubschmid-Vierheilig E., Rohrer M., Mitsakis F.V. (2019), Digital competence and SMEs: Review of the relevant literature, http://irep.ntu.ac.uk/id/eprint/37009/1/14189_Mitsakis.pdf [accessed: 25.04.2023].
Google Scholar

Ilomäki L., Paavola S., Lakkala M., Kantosalo A. (2016), Digital competence – an emergent boundary concept for policy and educational research, “Education and Information Technologies”, vol. 21(3), pp. 655–679, https://doi.org/10.1007/s10639-014-9346-4
Google Scholar

Iordache A.M.M., Dura C.C., Coculescu C., Isac C., Preda A. (2021), Using Neural Networks in Order to Analyze Telework Adaptability across the European Union Countries: A Case Study of the Most Relevant Scenarios to Occur in Romania, “International Journal of Environmental Research and Public Health”, vol. 18(20), 10586, pp. 1–28.
Google Scholar

Kampylis P., Punie Y., Devine J. (2015), Promoting Effective Digital-Age Learning: A European Framework for Digitally-Competent Educational Organisations, Publications Office of the European Union, Luxembourg, https://doi.org/10.2791/54070
Google Scholar

Laar E. van, Deursen A.J.A.M. van, Dijk J.A.G.M. van, Haan J. de (2020), Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review, “SAGE Open”, vol. 10(1), https://doi.org/10.1177/2158244019900176
Google Scholar

López-Meneses E., Sirignano F.M., Vázquez-Cano E., Ramírez-Hurtado J.M. (2020), University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities, “Australasian Journal of Educational Technology”, vol. 36(3), pp. 69–88.
Google Scholar

Lucas M., Bem-Haja P., Siddiq F., Moreira A., Redecker C. (2021), The relation between in-service teachers’ digital competence and personal and contextual factors: What matters most?, “Computers & Education”, vol. 160, 104052, https://doi.org/10.1016/j.compedu.2020.104052
Google Scholar

Martin A., Grudziecki J. (2006), DigEuLit: Concepts and Tools for Digital Literacy Development, “Innovation in Teaching and Learning in Information and Computer Sciences”, vol. 5(4), pp. 246–264.
Google Scholar

Martzoukou K., Fulton C., Kostagiolas P., Lavranos C. (2020), A study of higher education students’ self-perceived digital competences for learning and everyday life online participation, “Journal of Documentation”, vol. 76(6), pp. 1413–1458.
Google Scholar

Napal Fraile M., Peñalva-Vélez A., Mendióroz Lacambra A.M. (2018), Development of Digital Competence in Secondary Education Teachers’ Training, “Education Sciences”, vol. 8(3), 104, pp. 1–12, https://doi.org/10.3390/educsci8030104
Google Scholar

Oberländer M., Beinicke A., Bipp T. (2020), Digital competencies: A review of the literature and applications in the workplace, “Computers & Education”, vol. 146, 103752, https://doi.org/10.1016/j.compedu.2019.103752
Google Scholar

Paynton S. (2012), Developing Digital Literacies: Briefing Paper, JISC, http://digitalfuturesoer3.pbworks.com/w/file/fetch/55659432/JISC%20Developing_Digital_Literacies%20June%202012.pdf [accessed: 30.07.2022].
Google Scholar

Rashid A.T. (2016), Digital inclusion and social inequality: Gender differences in ICT access and use in developing countries, “Gender, Technology and Development”, vol. 20(3), pp. 306–332, https://doi.org/10.1177/0971852416660651
Google Scholar

Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, OJ L 394, 30.12.2006 (2006/962/EC), https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF [accessed: 25.04.2023].
Google Scholar

Recommendations Council of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance), OJ C 189, 4.6.2018 (2018/C189/01), https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01) [accessed: 25.04.2023].
Google Scholar

Redecker C. (2017), European Framework for the Digital Competence of Educators: DigCompEdu, Publications Office of the European Union, Luxembourg, https://doi.org/10.2760/159770
Google Scholar

Rodríguez M.U., Cantabrana J.L.L., Cervera M.G. (2020), Validation of a tool for self-evaluating teacher digital competence, “Educación”, XX1, vol. 24(1), pp. 353–373, https://doi.org/10.5944/educxx1.27080
Google Scholar

Ruengvirayudh P., Brooks G.P. (2016), Comparing stepwise regression models to the best-subsets models, or, the art of stepwise, “General Linear Model Journal”, vol. 42(1), pp. 1–14.
Google Scholar

Schwab K. (2016), The Fourth Industrial Revolution, World Economic Forum, Cologne.
Google Scholar

Sharma R., Mithas S., Kankanhalli A. (2014), Transforming decision-making processes: a research agenda for understanding the impact of business analytics on organisations, “European Journal of Information Systems”, vol. 23(4), pp. 433–441.
Google Scholar

Siddiq F., Scherer R. (2019), Is there a gender gap? A meta-analysis of the gender differences in students’ ICT literacy, “Educational Research Review”, vol. 27, pp. 205–217, https://doi.org/10.1016/j.edurev.2019.03.007
Google Scholar

Skibińska M. (2022), Kompetencje cyfrowe, “i media”, vol. 9, pp. 9–21.
Google Scholar

Susskind D., Susskind R. (2015), The Future of the Professions: How technology will transform the work of human experts, Oxford University Press, New York.
Google Scholar

Śledziewska K., Włoch R. (2020), Gospodarka cyfrowa. Jak nowe technologie zmieniają świat, Wydawnictwa Uniwersytetu Warszawskiego, Warszawa.
Google Scholar

Tomczyk Ł. (2023), Pomiar kompetencji cyfrowych – dziesięć najczęstszych wyzwań metodologicznych, “Problemy Opiekuńczo-Wychowawcze”, vol. 63(5(620)).
Google Scholar

Tomczyk Ł., Fedeli L., Włoch A., Limone P., Frania M., Guarini P., Szyszka M., Mascia M.L., Falkowska J. (2023), Digital competences of pre-service teachers in Italy and Poland, “Technology, Knowledge and Learning”, vol. 28(2), pp. 651–681.
Google Scholar

Vasilescu M.D., Serban A.C., Dimian G.C., Aceleanu M.I., Picatoste X . (2020), Digital divide, skills and perceptions on digitalisation in the European Union – Towards a smart labour market, “PLoS ONE”, vol. 15(4), e0232032, https://doi.org/10.1371/journal.pone.0232032
Google Scholar

Vázquez-Cano E., Meneses E.L., García-Garzón E. (2017), Differences in basic digital competences between male and female university students of Social Sciences in Spain, “International Journal of Educational Technology in Higher Education”, vol. 14, pp. 1–16.
Google Scholar

Wei X., Lin L., Meng N., Tan W., Kong S.C. (2021), The effectiveness of partial pair programming on elementary school students’ computational thinking skills and self-efficacy, “Computers & Education”, vol. 160, 104023.
Google Scholar

Wild S., Heuling L.S. (2020), How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany?, “Empirical Research in Vocational Education and Training”, vol. 12(1), pp. 1–18, https://doi.org/10.1186/s40461-020-00091-y
Google Scholar

Williams P. (2019), Does competency-based education with blockchain signal a new mission for universities?, “Journal of Higher Education Policy and Management”, vol. 41(1), pp. 104–117.
Google Scholar

Włoch R., Śledziewska K. (2019), Kompetencje przyszłości. Jak je kształtować w elastycznym ekosystemie edukacyjnym?, Raport DELab UW, Warszawa.
Google Scholar

Wong G.K.W., Cheung H.Y. (2020), Exploring children’s perceptions of developing twenty-first century skills through computational thinking and programming, “Interactive Learning Environments”, vol. 28(4), pp. 438–450.
Google Scholar

Wood J., Oh J., Park J., Kim W. (2020), The relationship between work engagement and work–life balance in organizations: A review of the empirical research, “Human Resource Development Review”, vol. 19(3), pp. 240–262.
Google Scholar