ABSTRACT

The aim of this study is to provide insights concerning the effects of the ubiquitous digital environment on the way people think and the subsequent need to equip young individuals with the necessary skills. Several studies focus on defining the so-called digital skills, also providing indications that higher cognitive skills are required. However, they do not examine how young individuals could perform better to adapt to the continuously evolving digital environment. To address this gap, the study introduces and analyses the construct of digital intelligence, representing the new way of thinking and behaviour in the digital environment. For the purposes of the study, a set of tests was given to students at Greek high schools, targeting 15–16 years old students and employing original tests to assess digital intelligence. According to the findings, digital intelligence is composed of: (1) logical reasoning, algorithms, and evaluation, (2) abstraction, decomposition, and patterns and generalisation, (3) digital emotional intelligence and communication, (4) digital safety and security, and (5) digital identity, use, literacy, and rights. Assessing digital intelligence, as proposed in this study, could be used to assist vocational guidance, employee selection and evaluation, and development of revised school curricula.

摘要

本研究的目的是就无处不在的数字环境对人们思维方式的影响以及随后需要为年轻人提供必要技能的需求提供见解。几项研究侧重于定义所谓的数字技能，也表明需要更高的认知技能。但是，他们没有研究年轻人如何更好地适应不断发展的数字环境。为了解决这一差距，该研究介绍并分析了数字智能的结构，代表了数字环境中新的思维方式和行为方式。出于这项研究的目的，对希腊高中的学生进行了一组测试，针对 15-16 岁的学生，并采用原始测试来评估数字智能。根据调查结果，数字智能由：(1) 逻辑推理、算法和评估，(2) 抽象、分解、模式和概括，(3) 数字情感智能和通信，(4) 数字安全和保障，以及 (5)数字身份、使用、识字和权利。正如本研究提出的那样，评估数字智能可用于协助职业指导、员工选拔和评估以及修订学校课程的开发。