INTEGRATING DIGITAL COMPETENCIES INTO HIGHER EDUCATION CURRICULA A Case Study from LOGOS University College within the HOMO DIGITALIS Project

This paper examines a specific component of the HOMO DIGITALIS project, namely the revision of selected syllabi within the humanities and social sciences at LOGOS University College (CU LOGOS). The aim was to integrate digital competencies into traditionally non-digital courses in order to enhance student learning experiences and professional preparedness. A survey with 43 students enrolled in revised courses collected both quantitative data (Likert-scale ratings on perceived usefulness, motivation, and tool adoption) and qualitative reflections through open ended questions. Findings indicate that students expressed enthusiasm for digital platforms such as Microsoft Teams, Canva, and AI-based applications including ChatGPT, particularly in translation and research-related tasks. They reported increased collaboration and motivation, though varying levels of digital literacy and limited access to premium software created challenges. Faculty also encountered difficulties in shifting students away from familiar communication practices toward institutional platforms. These results suggest that integrating digital competencies requires not only technological provision but also pedagogical adaptation, structured training, and equitable access to resources. The study is limited to CU LOGOS and does not include partner institutions of the HOMO DIGITALIS project; therefore, conclusions should be interpreted in this context. Overall, the findings highlight both the transformative potential and the practical challenges of embedding digital competencies into higher education curricula.