Estructura de las competencias del siglo XXI en alumnado del ámbito educativofactores personales influyentes

  1. Gonzalo Almerich 1
  2. Jesús Suárez-Rodríguez 1
  3. Isabel Díaz-García 1
  4. Natividad Orellana 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Any de publicació: 2020

Volum: 23

Número: 1

Pàgines: 45-74

Tipus: Article

DOI: 10.5944/EDUCXX1.23853 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Educación XX1: Revista de la Facultad de Educación

Resum

The continuous advance of information and communication technologies (ICT) in the current Knowledge Society has led to a demand for training in new competences, called 21st century competences. These are composed of higher-order skill competences (higher-order thinking capacities and teamwork competences) and ICT competences (technological, pedagogical and ethical). The aim of this work is the validation of an explanatory relationship model of the ICT competences regarding higherorder skill competences in university students belonging to the educational sphere, by considering influential personal factors. For this purpose, a correlational, transversal and explanatory design has been used. The sample consists of 485 Pedagogy and Social Education Students from the University of Valencia, selected through a convenience sampling, collecting the information by means of two questionnaires. The data analysis carried out is oriented towards the modelling of ICT competences, higher-order skill competences and related factors using structural equations, using a Multiple Indicators and Multiple Causes Model (MIMIC). The results of the study have allowed the establishment that the pedagogical competences in ICT of the students are related to the teamwork competences, and the latter with higher-order thinking capacities. Likewise, it has been found in the ICT competences that the ethical competences influence the technological ones, and both of these influence the pedagogical competences. In addition, the type and frequency of use of technological devices, both on a personal and personal-academic level, affects this structure and ICT competences in an essential manner. The proposed model shows the complexity of 21st century competences in university students. This model contributes towards addressing the need to revisit the training in transversal competences of university students.

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