At all levels of education it is important to exploit the potential of digital literacy
and to
experience the flow. The information society is not only transforming the educational
process but is also creating new positions and professions in the labour market that
have
not existed before. Education must be prepared for this or adapt its present trainings
to
the challenges of the labour market. According to Horváth et al. (2020) the task of
the
teacher in the development of students’ digital competences is to provide them
assistance effectively in the digital environment, to prepare them for creative and
safe
activities through the flow experience and to develop key competences supported by
digital tools in line with the expectations of the 21 st century.
The aim of this research is to investigate the digital competences of teachers at
the
Ludovika University of Public Service (hereinafter: LUPS) in the context of the flow
experience, which was implemented by the „TKP2021-NKTA-51 with the support provided
by the Ministry of Culture and Innovation of Hungary from the National Research,
Development and Innovation Fund, financed under the TKP2021-NKTA funding scheme.”
In the research, the digital literacy, ICT methodological preparedness and further
training
needs of LUPS teachers are studied (N=824). The research has two parts built on each
other: (1) quantitaive research (online questionnaire – conducted in winter 2021/2022);
(2) qualitative research (focus group interview for in-depth research – conducted
in
spring 2023). In the presentation the results of the qualitative research are being
presented. We assume that the results of the qualitative research confirm the results
of
the quantitative one, i.e. that although the digital competences of LUPS teachers
requires
improvement but their motivation to use digital technologes in the classroom is positive.
According to the results of the content analyis of the discussions, the hypothesis
is only
partially confirmed, as some of the respondents are open to integrating new ideas
and
methodological innovations in the classroom, are willing to test new methods, i.e.
they
apply the elements necessary for the flow experience, but some of them apart from
using
the definitions of the concepts impreciously, they do not consider the development
of the
students’ digital competences important, while others complain about the lack of
infrastructure. As a conclusion, we can state that the majority of teachers are likely
to be
at a strong B1 (integration) level in terms of the development of digital competences,
which is basically a good direction in the basis of the changing learning needs of
Gen Z.
