The Study of Instructors’ Digital Competence in Higher Education—Comparative Analysis

Studying the efficiency of information and communication technology (ICT) in education is a relevant issue today, as it is important to exploit the development of digital competence at all levels of education (Drent and Meelissen 2008). In this paper, the digital competence of teachers at the Ludovika University of Public Service (hereinafter: LUPS) (N=824) was investigated through the DigCompEdu self-assessment questionnaire. First, we hypothesized that, although teachers’ digital competences may need to be improved, their motivation to use digital technologies in the classroom is positive. Second, we assume that independent variables (e.g., age, gender, having a doctoral degree) would affect the teachers’ digital competences. According to the results, the majority of the teachers are open to integrating new ideas and methodological innovations in the classroom, willing to test new methods, and creative and critical in the use of different digital solutions.