Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania

Raymond Mutasingwa Bitegeko; Godlove Lawrent; Juhudi Cosmas

doi:10.55056/etq.769

Authors

Raymond Mutasingwa Bitegeko The University of Dodoma https://orcid.org/0000-0002-3195-5059
Godlove Lawrent The University of Dodoma https://orcid.org/0000-0002-3536-7078
Juhudi Cosmas The University of Dodoma https://orcid.org/0000-0002-9704-3554

DOI:

https://doi.org/10.55056/etq.769

Keywords:

digital competencies, ICT CFT, ICT integration, student-teachers, digital transformation

Abstract

The study employed the UNESCO ICT Competency Framework for Teachers (ICT CFT) to assess undergraduate student-teachers' digital competencies in an educational context. Within the quantitative approach, the study adopted a descriptive cross-sectional research design. The data was collected from a sample of 549 student-teachers through the self-developed questionnaire. Data analysis involved both descriptive and inferential analysis. The study found that student-teachers' digital competencies at both knowledge acquisition and knowledge deepening levels were moderate. However, their digital competencies were moderately higher at the knowledge acquisition level, which signifies confidence in basic digital skills. In addition, it was found that gender and age had statistical significance on perceived digital competencies, particularly at the knowledge acquisition level. Based on the findings, it is recommended that while considering the varying levels of comfort with technology across the gender and age groups, a tiered teacher training programme should be put in place where student-teachers can progress from the basic level to the advanced level of digital competencies.

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