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FOREIGN TRADE UNIVERSITY FACULTY OF INTERNATIONAL BUSINESS AND ECONOMICS 🙣🕮 🙣🕮 🙣🕮🙡 🙡 FINAL ASSIGNMENT RESEARCH PROPOSAL RESEARCH ON DIGITAL COMPETENCE IN LEARNING AMONG FOREIGN TRADE UNIVERSITY STUDENTS Class: KTEE206(GĐ2-HK1-2022-2023).3 Group number: Instructor: Dr Phạm Ngọc Anh Name of the students: Nguyễn Đặng Thùy Dương – 2113150019 Bùi Nguyễn Hải Quỳnh – 2113150059 Trần Thị Yến Nhi – 2112450077 Hà Nội – 12/2022 WORK DISTRIBUTION No Group member Student ID % Of contribution Nguyễn Đặng Thùy Dương 2113150019 33.3% Bùi Nguyễn Hải Quỳnh (Leader) 2113150059 33.3% Trần Thị Yến Nhi 2112450077 33.3% TABLE OF CONTENTS INTRODUCTION SECTION I: THEORETICAL FRAMEWORK AND LITERATURE REVIEW 1.1 Theoretical framework 1.2 Literature Review SECTION II: RESEARCH DATA AND METHODOLOGY 2.1 Research description 2.2 Research model and variables 2.3 Research Design and data collection 2.3.1 Methodological approach 2.3.2 Data collecting methods 10 2.3.3 Data analysis methods 10 2.4 Data requirement table 11 2.5 Questionaire proposal 11 2.6 Proposed timescale 16 SECTION III: RESEARCH STRENGTHS AND LIMITATIONS/ IMPLICATIONS 18 3.1 Plan to avoid threats to internal and external validity: 18 3.1.1 Internal validity: 18 3.1.2 External validity: 18 3.2 Strengths 19 3.3 Limitations 19 CONCLUSION 20 REFERENCES APPENDICES INTRODUCTION Nowadays, digital technology is constantly changing and increasing exponentially, affecting all aspects of life, and has become an essential part of the learning environment Educational institutions have been approaching digital technology to transform traditional learning systems into modern and digitalized learning systems through establishing connections between technology related to computers, the Internet, information, and communication technology (ICT), multimedia, and artificial intelligence (AI) In the process of digital education transformation, many studies have been carried out to explore the people and context– related essentials to prepare for successful learning in the increasingly digitized educational environment Research studies have confirmed that digital competence is one of the most crucial readiness factors, practical competency, factor for retention and learning outcomes of students in a digital learning environment Having good digital competence helps students to have higher interpreting and understanding ability of online learning, progress in their studies, and personal and professional lives, handle situations in virtual environments and have better practices in online education Not only that but digital competence is also considered a prerequisite for learning and working capability in the currently open and globalized educational environment Digital competence is characterized as an indicator of quality education understanding in the 21st century Due to the limitations of research and literature on Digital Competence as a factor affecting lifelong study, we believe that it is necessary to set related and practical objectives to give students more encouragement and raise public awareness about this issue The research objectives are to determine the level of digital competence in Foreign Trade University students, such as comparing the number of students who master, well-trained, unsteady digital skills We gather students’ opinions about the importance of digital skills in this modern age, especially in their studies Therefore, determining the determinants of digital competence and its effects on colleagues’ lifelong learning, to identify the key components of Digital Competence in terms of the knowledge, skills, and attitudes needed to be digitally competent Digital competence is claimed to be one of the important core competencies for lifelong learning to be able to develop digital competence for students, determining its content The concept of digital competence and its elements, expressed through the digital competence framework, are the first important steps to take However, this role has not been widely reported in Vietnam Therefore, this proposal aims to have in-depth knowledge of digital skills and to propose a roadmap for the possible use and revision of a Digital Competence framework and descriptors of Digital Competence for all levels of learners Moreover, the research aim is to measure the development of existing digital literacy to determine Foreign Trade University students’ level of digital competence Different models and frameworks have been developed to date in the measurement and diagnosis of digital competence “Research on Digital Competence in studying among Foreign Trade University Students” mainly focuses on the scope of FTU’s student's in-depth knowledge of digital skills Limiting the scope of research in universities to give us a realistic, practical, and objective view of Digital competencies recently Moreover, the scope of this also provides the feasibility of the research topic In this respect, the research questions discussed in this research are as follows: To what aspect of study Foreign Trade University students use their digital competence? Colleagues' practical skills in digital recently Does Digital Competence remain the top priority for FTU’s students? What effects does the daily use of digital technologies have on lifelong learning among Foreign Trade University students? This proposal uses data collecting methods and data analysis methods to establish an understanding of referencing strategy to digital competence of Foreign Trade University undergraduates The rest of the proposal is organized as follows: Section I shows a literature review of research projects on students’ digital competence and digital competence frameworks, Section II is the methodology for measuring the current level of digital skills among students from FTU and interprets the collected data and strengths and limitations are stated in Section III SECTION I: THEORETICAL FRAMEWORK AND LITERATURE REVIEW 1.1 Theoretical framework 1.1.1 Overview of Digital Competence Social background In the modern workplace, a strategy for recruiting and developing competencyskilled personnel is crucial Digital transformation has a huge impact on business and social life, providing ways to unlock economic and social benefits Especially in the context that all businesses are transforming their working methods, using technology software to keep up with the digital transformation race The workforce therefore also becomes more diverse In particular, under the "push" of the COVID-19 pandemic, the change in the working environment has increased the demand for a workforce who have the flexible application of technology Therefore, improving digital skills and expanding access to the digital world must be a top priority Current situation of Digital Competence in studying in Vietnam According to a report by the Vietnam National Institute of Educational Sciences (VNIES), More than half a million students across Vietnam have been taught critical digital skills and how to stay safe in cyberspace over the last three years In fact, in Vietnam students in rural areas or ethnic minorities still have limited digital skills Especially during the period of the COVID-19 pandemic which caused their studies even harder Students should be equipped with digital skills so they will be able to seize the opportunity to become pioneers, adding that they must also be connected with the world of opportunities and provided with the necessary skills to succeed in a digital world It is also crucial for Vietnamese students to be taught about the importance of ethics of online communications and information exchange at schools and colleges as they are now facing challenges related to copyright, plagiarism, cyber-bullying, factchecking and responsible interaction with others It will nurture a generation of more responsible netizens Definition of Digital Competence In recent years, several terms have been used to describe the skills and competence of using digital technologies, such as ICT skills, technology skills, information technology skills, 21st-century skills, information literacy, digital literacy, and digital skills In recent publications, the term competence is more used than skills, reflecting the need for a wider and more profound content of the concepts The relation between competence and skills is defined in an OECD project as follows: “Competency Document continues below Discover more from: phương pháp nghiên cứu… PPH102 Trường Đại học… 549 documents Go to course ĐỀ LIVE 1605 ăgjawjguoawghljhaeg phương pháp… 100% (3) PHƯƠNG PHÁP 42 11 Nghiên CỨU KINH T… phương pháp… 100% (3) ĐỀ XUẤT PPNC CUỐI KỲ - Siêu chi tiết và… phương pháp… 100% (2) Trắc nghiệm PPNC 28 phương pháp… 100% (2) Mentor A+ Logic học phương pháp… 100% (2) Phương Pháp Học 21 Tập NCKH is more than just knowledge and skills It involves the ability to meet complex demands, phương 100% by drawing on and mobilizing psychosocial resources (including skills and attitudes) in (1) pháp… a particular context.” Therefore, we can understand, digital skills are any skills related to digital knowledge and understanding Anything from how likely you are to find your or someone else's information on the internet to coding a website is considered a skill 1.1.2 The importance of Digital Competence to university students Lifelong learning strategies need to answer the growing need for advanced digital competence for all jobs and for all learners Nowadays, educational systems must focus on more than content, since it expires quickly Many lifelong learning and personal development activities now rely on e-learning resources Individuals, therefore, require a degree of digital proficiency to be able to unlock the potential benefits offered by these resources These resources possess the added benefit of being greatly accessible to a huge number of people worldwide, as they are often free, and they can be accessed in one’s own time and location, without the need for a formalized ‘classroom’ environment We can work from home or are traveling outside, we can check or send correspondence via email, or we can know how many percent of the lessons students have completed, etc All work is done faster and more efficiently thanks to digital skills Currently, people are also gradually turning to online shopping more and more and more popular online For example, on apps like Shopee, Tiki, etc., all are selected and paid online In fact, in the context of the rapidly developing Industry 4.0, workers need the right skills to take advantage of the digital transformation process Users need skills and capabilities to maximize time savings and manage the information collected across digital platforms Without digital skills, the big risk is job loss in the future Digital technology application is expected to eliminate many low- and medium-skilled workers 1.2 Literature Review 1.2.1 Research into the digital competence of university students For university students, digital skills are indispensable in this modern age as it helps them align their study effectively and logically to meet their strategic objectives As such, researchers have conducted studies into the Digital competence of university students from both theoretical and empirical perspectives However, today, the number of studies conducted to determine digital competencies among universities comprehensively is limited As those studies vary from different industries and contexts within different periods of time, the results can not be applied to Foreign Trade University’s outlook and characteristics of FTU’s students - the scope of this thesis Following are the explanation and analyses of previous studies on the subject In 2019, a study at Politehnica University, Romania was conducted to investigate students' perceptions of certain digital skills such as information and data processing, digital communication, digital content creation, and problem-solving with a survey framework built on top of the European DigComp framework In general, most of the student's scores were relatively high Some aspects were rated lower (building different electronic records; choosing information to share for different purposes; etc.) showing that students were still inexperienced with these skills In 2020, researchers at Qingdao University - China conducted a survey, measuring students' digital competence in order to develop a digital competence scale for university students (DC-US) They used the DCUS Digital Competence Framework self-built and developed on an original scale, with 23 categories of digital competence to survey 825 students from two universities in China Three studies were performed combining the use of factor analysis, Rasch analysis, and the PLS model Finally, the DC-US digital competence framework was completed with 10 categories and two subscales That same year, a study measuring digital literacy and assessing the correlation between students’ literacies and their overall digital literacy was conducted at a university in Fiji using a newly designed Digital Literacy Scale with a survey of 867 freshmen The results showed that first-year students had a high numerical ability The Cronbach’s Alpha test also showed that the newly designed digital competence framework was reliable and highly consistent In 2021, a study in Spain assessed the technology training level of teaching graduates at the University of Jaen, based on the European Commission's DigComp digital competence framework study The results showed that the students were mainly self-study and developed a learning style guided by educational institutions, but their way to navigate and collect information was not effective That same year, research at a university in Malaysia found that digital competence is paramount to society's workforce N Khan, S Khan, BC Tan, and CH Loon proposed a digital competence model for students with 10 elements, including Information analysis, Social and communication, Creative, Safe, Problem-solving, Study, Leadership, Security ethics and culture, business inspiration, and Cooperation Another study in the Czech Republic analyzed and reflected on the digital competence of students studying the Bachelor of Library Studies (LIS) Program at Masaryk University to renovate the curriculum and meet the demands of digital competence for librarians The study used a self-assessment questionnaire based on the DigComp framework The results showed that the level of competence stability had been relatively high over the years, besides the strongest competitors in the fields of information and data, communication, and collaboration Solving technical problems, and actively participating in citizenship through digital technology and programming were the most underrated competencies; therefore, it indicated that these were the competencies that needed improvement In Vietnam, the authors (Nguyen Tan Dai & Marquet Pascal, 2018) based on the concept of Digital Competence of the European Commission, describe digital capacity as the ability to firmly and consciously use the tools of the information society in work, leisure and communication The prerequisite is the ability to master the means of IT and communication: to use computers to find, evaluate, store, create, present, and exchange information, as well as to communicate and participate in cooperative networks through the Internet Meanwhile, the authors (Tran Duc Hoa & Do Van Hung, 2021), using UNESCO's concept of Digital Competence, define digital capacity as the ability to access, administer, understand, combine, communicate safely and appropriately communicate, evaluate, and create information through digital technology to serve the unskilled labor market, high-end jobs, and business startups This definition is developed based on the definition of digital competence by the European Commission when UNESCO proposed to develop a global digital capacity framework 1.2.2 Justification of research gap In sum, we find that the existing literature has contrasting scopes which triggers us to find our own answer with Foreign Trade University student outlook and context Among those previous studies, none of them were launched in Vietnam universities, things can vary differently in aspects of regions so the final conclusion cannot be applied to students in Vietnam Moreover, many studies mainly focused on the overall impact of digital competence on students instead of mainly emphasizing lifelong studies Therefore, this hole in literature is the motivation for us to conduct the research - Clarifying the differences between the original questions and topics Afterward, identify other new ideas and themes that emerged from the data collected, and relate them back to the initial questions and topics - Identifying patterns in answers, both in terms of idea and language, in order to accurately interpret and make appropriate inferences Subsequently, code and categorize the newly discovered ideas and concepts - Establishing overarching themes in the data and taking measures to guarantee validity and reliability by sending findings and hypotheses through tests, and confirming findings by means of triangulation from various sources, methods and researchers, asking for feedbacks from participants and colleagues - Comparing the findings to the initial literature and documents, looking for surprises and differences, and considering further implications and communication channels from here 2.4 Data requirement table In order to address the confusion around the relevance of data collected, a suggested way is to create a data requirement table (Saunders et al., 2019), which the specifications as follows: - Investigative questions: questions needing to be answered for each research question to be addressed properly and for each objective to be met Types of investigative questions range between facts/demographics, attitudes/opinions, or behaviors/events, which are influenced by theory, key concepts, discussions, and pilot studies - Variable(s) Required: sources for data collection, and could also be suggested by literature review and relevant research - Detail in which data is measured: basically, summaries of possible answers or approaches to answering investigative questions - Relation to theory and key concepts in literature: assessment of investigative questions’ association with theory and literature, either “Yes” or “No” Check included in the questionnaire: evaluation of whether or not the question has been deemed suitable to be included in the final questionnaire 2.5 Questionaire proposal 2.5.1 Questionaire subject 11 Survey form of the level of digital competence of students of Foreign Trade University 2.5.2 Introduce the questionnaire Hello everyone, we are a group of 2nd-year students from FTU who are doing a scientific research topic on the Digital Competence of FTU students To serve the research process, we need to collect FTU colleagues' answers via a google form with a few simple questions, and it only takes you about 2-3 minutes to complete The survey below will help you better understand your digital ability, thereby, find ways to improve your digital ability in our studies We promise that the collected data will only be used for the survey Since this is a very important exercise for us, we hope to receive a lot of help from everyone 2.5.3 Questionnaire table Ordinal Number A Digital Competence areas Digital competence questionnaire items Answers General Information Personal Information General Information Age, Gender, Major, Academic Year What types of Information & communication Technologies devices you use? Smartphone devices Desktop computer Laptop computer Tablet device Others How you evaluate your effectiveness in using digital devices? 12 Very low Low Well Good High Amount of time you spend on using technology devices per day? >=8 hours a day >=5 hours a day >=3 hours a day