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e-DigCompEdu: Validation of a Framework for Online Higher Education Through a Delphi Panel.

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Title: e-DigCompEdu: Validation of a Framework for Online Higher Education Through a Delphi Panel.
Authors: Santos, Cassio1,2 cassiosantos@ie.ulisboa.pt, Pedro, Neuza1 nspedro@ie.ulisboa.pt, Cabero-Almenara, Julio3 cabero@us.es
Source: Electronic Journal of e-Learning. 2025, Vol. 23 Issue 4, p81-101. 21p.
Subject Terms: *Online education, *Higher education, *Blended learning, *Artificial intelligence, *Digital literacy, *Advisory boards, Software frameworks
Abstract: This paper addresses the growing importance of digital competence for higher education professors due to the increasing technology integration in this sector. Existing frameworks, such as the European Framework for the Digital Competence of Educator (DigCompEdu), present limitations for higher education, particularly regarding the use of online and blended learning approaches, immersive technologies, and artificial intelligence. Such limitations motivated the development and validation of the e-DigCompEdu, an extended framework specifically designed for this context. The validation process employed a Delphi panel with international experts in distance education, initially involving 29 participants. The selection of specialists was based on their publication records across 40 high-impact distance education journals, involving the analysis of 25,980 authors. The experts evaluated the extended version of the DigCompEdu, with 12 new competencies, specifically considering three aspects: title and description, related activities, and proficiency levels. Experts were asked to rate the competence adequacy on a five-point scale and to offer qualitative feedback. Results showed overall improved adequacy scores, from the first to the second round, as well as an increasing positive evaluation of the competences relevancy. Although some competences experienced a slight reduction in mean scores, they showed decreased variance, demonstrating greater expert consensus. Ultimately, all 12 new competences were enhanced by expert contributions (qualitative) and subsequently validated (quantitative). The validated e-DigCompEdu framework effectively addresses the digital competence requirements from professors in the online education setting. It provides a robust resource for guiding professional development and informing institutional policies regarding the digital transformation of higher education practices. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This paper addresses the growing importance of digital competence for higher education professors due to the increasing technology integration in this sector. Existing frameworks, such as the European Framework for the Digital Competence of Educator (DigCompEdu), present limitations for higher education, particularly regarding the use of online and blended learning approaches, immersive technologies, and artificial intelligence. Such limitations motivated the development and validation of the e-DigCompEdu, an extended framework specifically designed for this context. The validation process employed a Delphi panel with international experts in distance education, initially involving 29 participants. The selection of specialists was based on their publication records across 40 high-impact distance education journals, involving the analysis of 25,980 authors. The experts evaluated the extended version of the DigCompEdu, with 12 new competencies, specifically considering three aspects: title and description, related activities, and proficiency levels. Experts were asked to rate the competence adequacy on a five-point scale and to offer qualitative feedback. Results showed overall improved adequacy scores, from the first to the second round, as well as an increasing positive evaluation of the competences relevancy. Although some competences experienced a slight reduction in mean scores, they showed decreased variance, demonstrating greater expert consensus. Ultimately, all 12 new competences were enhanced by expert contributions (qualitative) and subsequently validated (quantitative). The validated e-DigCompEdu framework effectively addresses the digital competence requirements from professors in the online education setting. It provides a robust resource for guiding professional development and informing institutional policies regarding the digital transformation of higher education practices. [ABSTRACT FROM AUTHOR]
ISSN:14794403
DOI:10.34190/ejel.23.4.4156