Digital competences of generation Z in the area of work and professional development

• Autorzy: Kowalczyk Elżbieta

Identyfikatory

DOI

10.29119/1641-3466.2022.159.13

• Języki publikacji: EN

Abstrakty

EN

Purpose: The aim of the paper is to elaborate the structure of the concept of functional digital competences for young adults in the area of work and professional development, and to develop a tool for measuring it. Design/methodology/approach: Based on theoretical assumptions (Klimczuk et al., 2015; Nikodemska, 2016; Tarkowski et al., 2015) as well as empirical verification, the author elaborated a five-factor model of digital competences and a special questionnaire for measuring this concept was prepared. Author used such statistic methods as the EFA, the CFA, the Mann 12 Whitney U test, the Student’s t-test for independent samples, the Spearman’s rho correlation. Findings: The elaborated tool and model was validated and, in the majority, the socio 14 demographic factors (such: age, gender, education level, employability) affecting functional digital competencies were also statistically significant. Research limitations: the study include a relatively small research sample as well as its geographic scope was narrow – the research was conducted at a university of economics in Poland among a group where the school-to-work transition occurs smoothly, and the periods of education and work often overlap. The findings could also be affected by the situation related to the Covid-19 pandemic and the resulting major shift of the entire society to online activity. Practical implication: The results show the areas of competency deficiencies in Polish Z generation and could help, by special developing programmes, make them more competitive on the European young people's labour market. Social implication: The development of a society’s digital competences is crucial because in an information society they are the ticket to a successful career and a comfortable, high-quality life. Originality/value: The paper presents the new model and a dedicated measuring tool to assess digital competences of generation Z in the area of work and professional development. It’s addressed to educators, employers, and specialists elaborating programme of society’s digitalization.

Słowa kluczowe

EN

digital competences; generation Z; digital competence measurement; gender; age; educational level

PL

kompetencje cyfrowe; pokolenie Z; pomiar kompetencji cyfrowych; płeć; wiek; poziom wykształcenia

• Wydawca: Wydawnictwo Politechniki Śląskiej
• Czasopismo: Zeszyty Naukowe. Organizacja i Zarządzanie / Politechnika Śląska
• Rocznik: 2022
• Tom: z. 159
• Strony: 169--182
• Opis fizyczny: Bibliogr. 25 poz.

Twórcy

autor

Kowalczyk Elżbieta

• Poznań University of Economics and Business

• https://orcid.org/0000-0003-4611-2246

Bibliografia

• 1. Adamska, K., Grochowska-Subotowicz, E., Jabłoński, R., Leszczyński, A., Wiktor, M., & Zielińska, H. (2021). Szkolnictwo wyższe i jego finanse w 2020 r. Higher education and its finances in 2020. https://stat.gov.pl/obszary-tematyczne/edukacja/.
• 2. Brzezińska, A.I., & Brzeziński, J.M. (2006). Skale szacunkowe w badaniach diagnostycznych. In: J.M. Brzeziński (Ed.), Metodologia badań psychologicznych. Wybór tekstów (pp. 299-399). PWN.
• 3. Brzinsky-Fay, C. (2014). The Measurement of School-to-work Transitions as Processes About events and sequences. European Societies, 16(2), 213-232. https://doi.org/10.1080/14616696.2013.821620.
• 4. Dąbrowska, A.J., Drzewiecki, P., Górecka, D., Gruhn, A., Hojnacki, L., Jasiewicz, J., Lipszyc, J., Majewski, W., Murawska-Najmiec, E., Stunża, G., Śliwowski, K., Tafiłowski,
• P., Wilkowski, M., & Woźniak, M. (2015). Cyfrowa przyszłość. Katalog kompetencji medialnych i informacyjnych. http://nowoczesnapolska.org.pl.
• 5. Digital Economy and Society Index (DESI) 2020. Human capital (2020). https://ec.europa.eu/digital-single-market/en/human-capital-and-digital-skills.
• 6. Digital Economy and Society Index (DESI) 2020 (2020). https://ec.europa.eu/digital-single 28 market/en/digital-economy-and-society-index-desi.
• 7. Digital Skills Assessment Tool (n.d.). Retrieved from https://europa.eu/europass/digitalskills/screen/home, 23.04.2022
• 8. Digital skills for all European (2019). https://doi.org/10.2759/382111.
• 9. Education GPS - Poland - Adult skills (Survey of Adult Skills) (2012). PIAAC. https://gpseducation.oecd.org/CountryProfile?primaryCountry=POL&treshold=10&topic=AS.
• 10. Ferrari, A. (2012). Digital Competence in Practice: An Analysis of Frameworks. https://doi.org/10.2791/82116.
• 11. Ferrari, A., Punie, Y., & Brečko, B.N. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. https://doi.org/10.2788/52966.
• 12. George, D., & Mallery, P. (2016). IBM SPSS statistics 23 step by step: A simple guide and reference. Routledge. https://doi.org/10.4324/9781315545899.
• 13. Godoe, P., & Johansen, T.S. (2012). Understanding adoption of new technologies: Technology readiness and technology acceptance as an integrated concept. Journal of European Psychology Students, 3, 38-52.
• 14. Hofstede, G., Hofstede, G.J., & Minkov, M. (2011). Kultury i organizacje. PWE.
• 15. Individuals’ level of digital skills (2020, October 14). Eurostat. https://appsso.eurostat.ec.europa.eu/nui/submitViewTableAction.do.
• 16. Iorgulescu, M.-C. (2016). Generation Z and its perfection of work. Cross-Cultural Management Journal , XVIII(1), 47-54. https://www.seaopenresearch.eu/Journals/articles/CMJ2016_I1_6.pdf.
• 17. Klimczuk, A., Jasiewicz, J., Filiciak, M., Mierzecka, A., Śliwowski, K., Kisilowska, M., Tarkowski, A., & Zadrożny, J. (2015). Ramowy katalog kompetencji cyfrowych. https://doi.org/10.13140/RG.2.1.3402.4167.
• 18. Measuring digital development. Facts and figures 2019 (2019). https://www.itu.int/en/myitu/Publications/2020/12/10/08/25/Measuring-Digital 24 Development-2019.
• 19. Nikodemska, S. (2016). ABC kompetencji. https://www.slideshare.net/emplocombezpatny 26 ebook-abc-kompetencji-50-stron-dla-eksperta-hr-2016-02-11.
• 20. Pirzada, K., & Khan, F. N. (2013). Measuring Relationship between Digital Skills and Employability. European Journal of Business and Management, 5(24), 124-134. www.iiste.org.
• 21. Quirós, C.T., Morales, E.G., Pastor, R.R., Carmona, A.F., Ibáñez, M.S., & Herrera, U.M. (2018). Women in the Digital Age. https://doi.org/10.2759/526938.
• 22. Sinkovics, R.R., Stöttinger, B., Schlegelmilch, B.B., & Sundaresan, R. (2002). Reluctance to Use Technology- Related Products: Development of a Technophobia Scale. Thunderbird International Business Review, 44(4), 477-494. https://doi.org/10.1002/tie.10033.
• 23. Tarkowski, A., Mierzecka, A., Jasiewicz, J., Filiciak, M., Kisilowska, Małgorzata Klimczuk, A., & Bojanowska, E. (2015). Taksonomia funkcjonalnych kompetencji cyfrowych oraz metodologia pomiaru poziomu funkcjonalnych kompetencji cyfrowych osób z pokolenia 50+. https://epale.ec.europa.eu/pl/resource-centre/content/taksonomia 39 funkcjonalnych-kompetencji-cyfrowych-oraz-metodologia-pomiaru.
• 24. Turner, A. (2015). Generation Z: Technology and Social Interest.: EBSCOhost. Journal of Individual Psychology, 71(2), 103-113. https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=78e064b5-8c98-42b6-87ca-919b10528647%40redis.
• 25. Women in Digital Scoreboard 2020 (2020). https://digital-strategy.ec.europa.eu/en/library/women-digital-scoreboard-2020.

Uwagi

PL

Opracowanie rekordu ze środków MEiN, umowa nr SONP/SP/546092/2022 w ramach programu "Społeczna odpowiedzialność nauki" - moduł: Popularyzacja nauki i promocja sportu (2022-2023).