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<p>This study aimed to verify the metric characteristics of the questionnaire DFC stands for Digital Competence Framework, in serbian Okvir digitalnih kompetencija, and under that name listed in refereces. The questionnaire supports teachers in Serbia’s education system in integrating digital content into everyday practices. The DCF identifies digital competencies and organizes them into eight broader categories. It comprises a total of 30 statements divided into the following categories: Searching, Accessing, Storing, and Managing Information; Searching, Adapting, and Creating Digital Content for Teaching and Learning; Managing and Sharing Digital Content for Teaching and Learning; Managing the Learning Environment; Teaching and Learning; Formative and Summative Assessment, Recording, Monitoring, and Reporting Student Progress; Communication and Collaboration in Online Environments; and Ethics and Safety. The authors tested the DCF questionnaire’s metric characteristics on 306 teachers across all Vojvodina, Republic of Serbia educational levels. The questionnaire’s metric characteristics analysis revealed that Cronbach’s alpha coefficient for subscales ranged from 0.950 to 0.955, indicating excellent internal consistency. The subscale K21, with α = 0.955, demonstrated the highest internal consistency coefficient. Factor analysis of the DCF questionnaire revealed six factors, which differ from the original eight-factor model, indicating that the instrument demonstrates adequate construct validity.</p>

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Verification of metric characteristics of the questionnaire “framework for digital competence – teacher for the digital age”

  • 期刊论文

  • 发表日期：

    2025年7月17日

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  • Snežana Jokić,
  • Stanislava Marić Jurišin,
  • Bojana Perić-Prkosovački

摘要

This study aimed to verify the metric characteristics of the questionnaire DFC stands for Digital Competence Framework, in serbian Okvir digitalnih kompetencija, and under that name listed in refereces. The questionnaire supports teachers in Serbia’s education system in integrating digital content into everyday practices. The DCF identifies digital competencies and organizes them into eight broader categories. It comprises a total of 30 statements divided into the following categories: Searching, Accessing, Storing, and Managing Information; Searching, Adapting, and Creating Digital Content for Teaching and Learning; Managing and Sharing Digital Content for Teaching and Learning; Managing the Learning Environment; Teaching and Learning; Formative and Summative Assessment, Recording, Monitoring, and Reporting Student Progress; Communication and Collaboration in Online Environments; and Ethics and Safety. The authors tested the DCF questionnaire’s metric characteristics on 306 teachers across all Vojvodina, Republic of Serbia educational levels. The questionnaire’s metric characteristics analysis revealed that Cronbach’s alpha coefficient for subscales ranged from 0.950 to 0.955, indicating excellent internal consistency. The subscale K21, with α = 0.955, demonstrated the highest internal consistency coefficient. Factor analysis of the DCF questionnaire revealed six factors, which differ from the original eight-factor model, indicating that the instrument demonstrates adequate construct validity.