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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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국회도서관 홈으로 정보검색 소장정보 검색
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Title page 1

Contents 4

Abstract 3

Acknowledgments 7

Abbreviations 8

Summary 9

1. Introduction 11

2. Concepts and Scope 13

2.1. Guidelines for Adopting a Definition of Digital Skills 16

3. Digital Skills Competence Frameworks 18

3.1. Citizens 20

3.2. Teachers 21

3.3. Students 22

3.4. Workers 23

4. Digital Skills Assessment Tools 25

4.1. Assessment Design 27

5. Instructional Strategies for Developing Digital Skills 32

5.1. Transversal Skills 33

5.2. Basic ICT Skills 35

5.3. Specialized ICT Skills 35

5.4. Implications for Educational Design 37

6. Conclusions 41

References 43

Annexes 49

Tables 6

Table 2.1. Digital Skills Competences and Objectives as Defined by Specialized Organizations 15

Table 4.1. Types of Digital Skills Assessment 30

Table 5.1. Approaches for Instructing Different Digital Competences 32

Figures 5

Figure 2.1. Main Terms Used to Refer to "Digital Skills" 13

Figure 2.2. Key Competences for "Digital Skills" Development 14

Figure 2.3. Purposes of Using Digital Skills 15

Figure 2.4. Competence Domains and Proficiency Levels 17

Figure 3.1. Number of Digital Skills Competence Frameworks, by Target Population 19

Figure 3.2. Share of Citizens' Digital Skill Competence Frameworks Incorporating Specific Digital Competences 21

Figure 3.3. Share of Teachers' Digital Skill Competence Frameworks Incorporating Specific Digital Competences 22

Figure 4.1. Catalog of Digital Skills Assessment Types, by Target Group 25

Figure 4.2. Number of Digital Skills Assessments, by Target Group and Assessment Type 27

Figure 5.1. Approach for Designing Digital Skills Training Programs 38

Boxes 5

Box 3.1. Competence Frameworks for Training in AI 24

Box 4.1. A World Bank Large-scale Assessment Tool Example 26

Box 4.2. Examples of Digital Skills Items by Type of Assessment 28

Box 5.1. Transversal Skills Development, Country Examples 34

Box 5.2. Generative Artificial Intelligence Impact on Digital Skills 39

Annex Figures 5

Figure A1. Number of Digital Skills Competence Frameworks, by Approach Type 60

Figure A2. Share of Students' Digital Skills Competence Frameworks incorporating Specific Digital Competences 68

Figure A3. Share of Workers' Digital Skills Competence Frameworks incorporating Specific Digital Competences 68

Annex Tables 4

Table A1. Catalog of "Digital Skills" Definitions from Specialized Agencies (and Authors) Working on Digital Skills Development 49

Table A2. Overview of Digital Skills Definitions by Specialized Organizations, Categorized by Competences and Objectives (cont.) 56

Table A3. Digital Skills Definitions Used in Previous World Bank Studies 58

Table A4. Curated Digital Skills Competence Frameworks for Citizens or General Use 61

Table A5. Curated Digital Skills Competence Frameworks for Teachers 63

Table A6. Curated Digital Skills Competence Frameworks for Students 65

Table A7. Curated Digital Skills Competence Frameworks for Workers 67

Table A8. Curated Digital Skills Assessments for Citizens 69

Table A9. Curated Digital Skills Assessments for Students 73

Table A10. Curated Digital Skills Assessments for Teachers, Developed by Different Organizations 75

Table A11. Curated Digital Skills Assessments for Teachers, developed for working papers or academic studies 76

Table A12. Curated Digital Skills Assessments for Workers 81

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