Integrating Digital Competence in Higher Education Curricula: An Institutional Analysis
Anna Sánchez-Caballé, Mercé Gisbert Cervera, Francesc M. Esteve‐Mon
Abstract
Digital competence is key for students in the 21st century. The present study analyses the extent to which digital competence has been integrated at a Catalan university with 11,362 undergraduate students. To obtain the data, we: (1) analysed the digital competence content in the curricula of 40 bachelor’s degrees; and (2) had the results checked by an 11-expert focus group. We found that the more technical degrees have the most integrated indicators of technological literacy while the other knowledge areas have a higher level of information literacy. Educational institutions therefore need to help students develop this competence which is so necessary for 21st-century students. This study reports interesting results on the presence of digital competence in the curricula of an entire institution and can be useful for improving the institution as a whole and the curricula.