DIGITAL COMPETENCES AS A DETERMINANT OF USING ARTIFICIAL INTELLIGENCE IN THE LEARNING PROCESS BASED ON OWN RESEARCH
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Abstract
In recent years, the integration of digital competences (DC) [Svoboda, 2024] in education [Nanto et al., 2021] has gained great importance, driven by technological progress and the digitization of information. Previous studies have emphasized the importance of using digital skills by teachers in pedagogical practice in order to improve the learning process [Falloon, 2020]. Digital competences are now increasingly recognized as a fundamental pillar of the development of scientists, especially in higher education, where the integration of educational technologies is crucial for improving the teaching and learning processes.
The aim of the study, in this article, was to determine whether there is a relationship between having digital competences and using AI in the learning process. A survey questionnaire addressed to students of the Faculty of Management at the Lublin University of Technology was used to obtain data. As a result of the work, statistical tools were used and the PCA model was presented. The research results showed that depending on the time spent online, respondents may have a lower sense of digital competences and that the level of online engagement does not strongly differentiate the responses among actively using users.
The research highlights the importance of continuous evaluation and modification of the model in order to improve the integration of digital competences and artificial intelligence. This shows in particular the potential of competences to extend teaching practices, and on the other hand, permanent validation of the model is necessary at every stage.
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References
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