Fostering University Students’ Digital Skills: De Jure vs De Facto
https://doi.org/10.15826/umpa.2021.02.015
Abstract
The article discusses the problem of within-the-education-process fostering digital skills among university students of various training programs. The specific skills (relevant to a particular sphere) are differentiated from the general ones (digital skills formed beyond the IT industry). The authors suggest that all training programs contain a «pillow» of general digital skills, which can be fixed both de jure – in the methodological and regulatory bases of the educational process, and de facto – in teaching practices. The study identifies a framework for general and specific digital skills. To test the hypotheses, two groups of data are analyzed: the normative and methodological bases of educational programs (fostering skills de jure) and students’ questionnaire answers on how the practices of developing and using digital skills in their studies are integrated (fostering skills de facto). The research is carried out in seven programs with obviously wide differences – from medicine to information technology and philology. The research has shown that digital skills are de jure represented in all programs, but normative consolidation is more typical for general skills, not for specific digital ones. There is identified a gap between de jure and de facto fostering digital skills, and this gap is various for different programs. The research results can be used in universities when designing strategies to form digital skills or when modifying such skills-related methodological bases of training programs.
Keywords
Supporting agencies: The authors would like to express special gratitude to Vera A. Maltseva, Research Fellow at the Institute of Education, National Research University Higher School of Economics, for detailed advice and support during the research and preparation of the article text. We also express our gratitude to Guzel Kh. Sharipzyanova, Vice-Rector for Academic Affairs of Moscow Polytechnic University, and to Sergei Yu. Ryasov, Head of the Marketing Department of Moscow Polytechnic University, for their help in collecting empirical data. Special thanks to the reviewers of this article for valuable pre-publication comments
About the Authors
Ya. V. Dmitriev
Moscow Polytechnic University
Russian Federation
Russian Federation
Yaroslav V. Dmitriev – PhD (Engineering), Associate Professor, Department of Artistic and Technical Design of Printed Products
38 Bolshaya Semyonovskaya str., Moscow, 107023
I. A. Alyabin
I. M. Sechenov First Moscow State Medical University
Russian Federation
Russian Federation
Ivan A. Alyabin – Head of the Local Public Organization – the Primary Trade Union Organization of Students of Sechenov University
8/2 Trubetskaya str., Moscow, 119048
E. I. Brovko
ANO «University 2035»
Russian Federation
Russian Federation
Elizaveta I. Brovko – Coordinator, Department of the Development of Digital Literacy, Directorate for Independent Evaluation of the HR Competencies, Competence Center for Digital Economy
2 Malyi Konyushkovskiy lane, Moscow, 123242
S. Yu. Dvinina
Chelyabinsk State University
Russian Federation
Russian Federation
Svetlana Yu. Dvinina – PhD (Philology), Associate Professor, Department of Theoretical and Applied Linguistics
129 Bratyev Kashirinykh str., Chelyabinsk, 454001
O. V. Demyanova
Kazan Federal University
Russian Federation
Russian Federation
Olga V. Demyanova – Dr. hab. (Economics), Professor, Head of the Department of Production Economics
18 Kremlevskaya str., Kazan, 420111
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Review
For citations:
Dmitriev Ya.V., Alyabin I.A., Brovko E.I., Dvinina S.Yu., Demyanova O.V. Fostering University Students’ Digital Skills: De Jure vs De Facto. University Management: Practice and Analysis. 2021;25(2):59-79. (In Russ.) https://doi.org/10.15826/umpa.2021.02.015
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