Purpose: An increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one’s life. However, Higher Education strategies have not yet caught up with this agenda. Design/methodology/approach: A student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centered on the technical and higher-level digital competences of students, and drawing from students’ self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government, and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants. Findings: Students’ self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students’ digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education. Originality/value: Higher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.

中文翻译：

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高等教育学生对学习和日常生活在线参与的自我感知数字能力的研究

目的：在过去的几年中，越来越多的研究和辩论出现，强调需要在不断变化的技术和在线环境中培养具有数字能力，素养，能力，技能和能力的人员。在这一领域中，现有的定义和观点超出了使用技术工具或媒体来创建数字素养思维方式的范围，这种思维方式在人们的一生中不断发展。但是，高等教育战略尚未赶上这一议程。设计/方法/方法：对来自苏格兰，爱尔兰和希腊三个高等教育机构的图书馆和信息科学系的学生进行了一项学生调查，以此作为经验数据的基础，以支持该研究的理论命题。该调查以学生的技术和更高水平的数字能力为中心，并从学生对学习和日常生活数字环境的自我认知中得出数字能力，以解决电子休闲，电子学习，电子民主，政府和电子医疗活动。该调查使学生能够从数字参与者的角度评估数字能力。调查结果：在许多领域，学生缺乏对数字能力的自我评估，这涉及信息素养，数字创造，数字研究和数字身份管理的发展。此外，还发现学生的数字能力与日常生活数字环境中的先前经历有关。在处理日常生活数字任务的基础上，学生自我感知的数字能力水平越高，他们越有可能在与其教育相关的其他数字领域也发展出较高的自我感知数字能力。独创性/价值：高等教育尚未完全将数字能力作为一种核心的基本素养，既解决了技术掌握又解决了数字公民意识。随着新兴模型开始挑战传统的教学范式，并借助全球连通性和个性化方法，现​​有的数字鸿沟可能会进一步加速。这就要求重新审视数字能力，重点是其发展所处的环境和所涉学习者的多样性，这是终身学习的整体连续性。