Abstract
Background: Constant integration of digital technologies in economic and social life is rapidly and significantly shaping and changing our environment and ourselves. To function in such a world, even in daily routines, it is necessary to possess certain digital competencies.
Objectives: This paper aims to examine how university and high-school students of economic orientations from selected European countries self-assess their digital competencies, and to analyse the identified differences. This will enable further understanding of university and high-school students’ digital competencies that can serve as guidance for improving teaching practices and curricula.
Methods/Approach: A survey was conducted to collect data that were analysed using non-parametric statistic tests (Mann-Whitney U test and Kruskal-Wallis H test) and Spearman Rank-Order Correlation coefficient.
Results: University and high-school students consider to have below intermediate level of digital competencies. High-school students self-assessed digital competencies at a higher level than university students. University students of higher years of study self-assessed digital competencies at a higher level. There is no universal pattern among high-school students of different years of study. University students in the Accounting module and high-school students in the Tourism module assessed their digital competencies at the lowest level in several areas. There is a consistency in self-assessment of digital knowledge and digital skills. Conclusions: The identified below intermediate level of digital competencies and discovered discrepancies indicated the need for educational process improvements to provide university and high-school students with a higher degree of digital competencies. Programming is the most lagging behind in all the observed groups.