Developing digital competence in computer science education: an integrated framework for theory-driven pedagogical innovation

Yuliia V. Yechkalo; Viktoriia V. Tkachuk; Serhiy O. Semerikov; Svitlana M. Khotskina; Oksana M. Markova; Andrii S. Kravets

doi:10.55056/ed.945

Authors

Yuliia V. Yechkalo Kryvyi Rih National University https://orcid.org/0000-0002-0164-8365
Viktoriia V. Tkachuk Kryvyi Rih National University https://orcid.org/0000-0002-5879-5147
Serhiy O. Semerikov Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-0789-0272
Svitlana M. Khotskina Kryvyi Rih National University https://orcid.org/0000-0002-0297-930X
Oksana M. Markova Kryvyi Rih National University https://orcid.org/0000-0002-5236-6640
Andrii S. Kravets Kryvyi Rih National University https://orcid.org/0009-0004-4984-2919

DOI:

https://doi.org/10.55056/ed.945

Keywords:

digital competence, computer science education, pedagogical framework, higher education innovation, integrated learning model, digital transformation

Abstract

The rapid evolution of digital technologies has fundamentally transformed the landscape of computer science education, creating unprecedented opportunities and significant challenges for developing comprehensive digital competence among learners. This study presents an integrated theoretical framework for fostering digital competence in computer science students within higher education institutions, bridging the gap between established pedagogical theories and emerging digital literacy requirements. We developed and validated a multidimensional approach to digital competence development based on synthesising international frameworks, including DigComp 2.2, DigCompEdu, and insights from global implementations. Our experimental research involved 25 undergraduate computer science students divided into control and experimental groups, with the latter experiencing specifically designed pedagogical interventions integrating motivation enhancement strategies and innovative teaching technologies. The study employed a comprehensive methodological framework evaluating digital competence across three key dimensions: cognitive-educational, information-search, and security-value. Statistical analysis using Pearson's chi-squared test revealed significant improvements in all dimensions for the experimental group, with the empirical χ² value (239.896) substantially exceeding the critical value (5.991) at p < 0.05. The findings demonstrate that traditional educational methods alone are insufficient for developing the complex digital competencies required in contemporary computer science practice. Our integrated framework, which balances theoretical knowledge with practical application in authentic contexts, proved significantly more effective. This research contributes to the global discourse on digital education transformation by providing actionable insights for curriculum development, faculty training, and institutional policy. The proposed framework offers a scalable model for enhancing digital competence development that can be adapted across diverse educational contexts, addressing the critical need for preparing computer science graduates who can navigate and shape the rapidly evolving digital landscape.

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