Digital competency of university language teachers in Ukraine: A state-of-the-art analysis

Abstract

This research examines the digital competency of university language teachers in Ukraine, specifically focusing on instructors who deliver university courses in Ukrainian for Specific Purposes and English or German as Foreign Languages. The survey utilized the DigCompEdu framework to assess the teachers’ digital competency, providing a comprehensive evaluation of their skills across various dimensions. The self-reflection questionnaire, based on the DigCompEdu CheckIn assessment instrument, was completed anonymously by 71 language instructors from four universities in the west of Ukraine. This group was representative regarding age, academic rank, teaching experience, and technological proficiency, ensuring a diverse range of perspectives across different career stages. A mixed-methods approach and statistical analysis (IBM SPSS 20), including correlation and clustering methods, were applied to assess the relationship between various factors influencing digital competency formation. The study aimed to establish a comprehensive understanding of the digital competency levels, gain insights into the current digital teaching landscape, and identify areas for improvement of digital teaching practices. The findings predominantly showed teachers’ enthusiasm toward increasing digital engagement in language education despite the challenges such as technical issues due to the ongoing war in Ukraine and the need for continuous development in integrating digital tools for language acquisition and communication.