| Abstract [eng] |
Global digital transformation and the development of STEAM education are increasing the requirements for teachers' digital competence, which is also reflected in the strategic documents of the European Union and Lithuania, which emphasize the integration of digital skills into education. Scientific literature notes that the digital competence of educators is often assessed as average, and highlights the problem that professional development measures do not always meet the real needs of educational practice, making it important to accurately identify priority areas for improvement. The object of the study is the need for digital competence among STEAM teachers. The aim of the study is to assess the need for digital competence among STEAM teachers. The tasks of the work are: 1) to analyze the concept of digital competence; 2) to justify the need for digital competence among STEAM teachers in the educational process; 3) to examine models of digital competence among teachers and their areas; 4) to empirically assess the competence level and need for digital competence among STEAM teachers in the educational process. Data collection methods used in the work include analysis of scientific literature and quantitative written questionnaires. Data analysis was performed using descriptive statistics: the frequencies and percentage distributions of responses were determined, the means, standard deviations, and differences in the competence level and need for digital competence among STEAM teachers were calculated according to the six DigCompEdu areas. The internal consistency of the instrument was assessed and found to be reliable. The theoretical part of the work analyzes the concept of digital competence, the need for digital competence among STEAM teachers in the educational process, and examines models of digital competence among teachers (DigCompEdu, ISTE, UNESCO, STEAMCompEdu) and their areas. The results of the empirical study revealed high indicators of the need to improve the digital competence of STEAM educators in all six DigCompEdu areas, which consistently exceed the competence level results. The greatest need was recorded in the areas of competence focused on organizing student learning and developing their digital skills, while the smallest gap between competence level and need was seen in the area of professional activity. A sociodemographic analysis shows that the need to improve the digital competence of STEAM teachers is rated highly, regardless of age or length of service. More pronounced differences are revealed according to the subject taught – although the need for computer science, technology, and natural sciences subjects remains high, a greater gap between competence level and need is recorded in the groups of mathematics and arts teachers, indicating that teachers of these subjects are less prepared to apply digital technologies in the education and improvement process. The study indicates that the need to strengthen the digital competence of STEAM teachers is relevant in all areas of DigCompEdu. |
