Fostering digital competence among Philology students in Higher Education
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.03.14Keywords:
digital competence, philology students, artificial intelligence, higher education, and pedagogical intervention.Abstract
The digital transformation of higher education has increased the need to develop digital competence among future philologists. This study aimed to evaluate the effectiveness of a pedagogical system for developing digital competence in philology students through a quasi-experimental intervention. The research employed a quasi-experimental design involving 126 undergraduate philology students, including an experimental group (n = 62) and a control group (n = 64). The intervention included three stages: ascertaining, formative, and control. Data were collected using a structured Digital Competence Questionnaire developed on the basis of the European Digital Competence Framework for Citizens (DigComp 2.2). Digital competence was evaluated according to three dimensions (motivational, content, and activity), and Pearson's χ² test was used to determine the statistical significance of the observed between-group differences. The findings demonstrated that the proposed pedagogical system significantly improved students' digital competence in the experimental group compared with the control group. According to the motivational criterion, the proportion of students with a high level of digital competence increased from 8.1% to 40.3%, while the proportion with a low level decreased from 40.3% to 4.8%. Similar positive changes were observed for the content criterion (high level: 8.1% to 41.9%; low level: 38.7% to 4.8%) and the activity criterion (high level: 9.7% to 50.0%; low level: 50.0% to 4.8%). Statistical analysis confirmed the significance of the observed improvements. The study concludes that integrating digital educational resources, artificial intelligence technologies, and interactive pedagogical approaches effectively enhances the digital competence of philology students.
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Copyright (c) 2026 Veronika Titarchuk, Liubomyra Iliichuk, Svitlana Vakulenko
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