Digital competence of the information society in the aspect of social security
Military University of Technology Faculty of Security, Logistics and Management
Zaznaczeni autorzy mieli równy wkład w przygotowanie tego artykułu
Data nadesłania: 30-05-2023
Data ostatniej rewizji: 20-12-2023
Data akceptacji: 22-12-2023
Data publikacji: 30-12-2023
Autor do korespondencji
Wiesława Załoga   

Military University of Technology Faculty of Security, Logistics and Management
JoMS 2023;53(4):714-733
The purpose of the digital competency survey is to assess the skills, knowledge and attitudes of the information society in the use of digital technologies and the development of these skills. As a result of the survey, the level of digital competence of the public was determined, and training needs and activities were identified to increase digital knowledge and skills in order to improve quality of life, achieve better performance at work and increase competitiveness in the labor market.

Material and methods:
The purpose of the survey is to assess the digital skills, knowledge and attitudes of the information society and the development of these skills. The survey determines the level of digital competence of the public and identifies training needs and activities to increase digital knowledge and skills to improve quality of life.

The survey's conclusions point to the need for increased education and awareness of online security in organizations, especially in the areas of privacy and data security. It is therefore worth betting on developing users' knowledge of online security.

Communication and information: respondents gained more experience and were more aware of the benefits of digital competence in these areas. Creativity: although some improvement was observed in this area, there is still a significant gap between current and expected levels of competence. Digital security: this area deserves special attention, as the current level of competence has declined, despite rising expectations. Troubleshooting: despite a slight increase in current competencies in 2021, a decline in 2022 indicates that respondents may be struggling to solve problems in a digital context.

Council of the European Union (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning, p. 6.
Davis, C. (2017). Critical thinking in the digital age. Educational Technology, 38(3), 60-70.
Hargittai, E. (2019). Internet skills and why they matter. In: Graham M, Dutton W, editors. Society and the Internet: How information and communication networks are changing our lives. Oxford: Oxford University Press; 2019. pp. 109–126.
Hargittai, E. and Micheli, M. (2021). Internet skills and why they are important. In: G. Masip (ed.), The Handbook of Communication and Security, (pp. 66-85). Routledge.
Jenkins, H., Ito, M., Boyd, D. (2016). Participatory culture in the networked age: a conversation about youth, learning, commerce and politics. Press Polityczna, 25-40.
Johnson, R. (2018). Digital problem-solving strategies. Journal of Information Technology, 23(4), 100-110.
Jones, E. (2016). digital skills and problem solving. Journal of Digital Education, 9(1), 87-95.
JRC (Joint Research Centre). (2016). DigComp 2.1: A digital competence framework for citizens with eight levels of proficiency and use cases. European Commission. pts. 9.
European Commission. (2018). Social Report 2018, p. 8. Brussels: European Commission.
Kuhnmünch, G. (2021). Media literacy, media education and the academy: three cases that show what is at stake. Journal of Media Education Research, 12(1), 63-79.
Liu, Q., Geertshuis, S., Grainger, R. (2020). Understanding university teachers’ implementation of learning technologies: A systematic review. Computers and Education, 151,
Livingstone, S., Mascheroni, G. and Staksrud, E. (2017). European research on children’s internet use: assessing the past and predicting the future. New Media and Society, 101-120.
Madden, M., Gilman, M., Levy, K., and Marwick, A. (2017). Privacy, poverty, and big data: A vulnerability matrix for poor Americans. University of Washington Law Review, 95(1), 53-125.
Martin, L., Laetitia Hauret, L., Führer, C., (2022). Digitally transformed home office impacts on job satisfaction, job stress and job productivity. COVID-19 findings, PLoS ONE 17(3): e0265131.
Metzeger, M. J., and Flanagin, A. J. (2013). The use of cognitive heuristics. Journal of Pragmatics, volume 59, part B, pp. 210-220.
Mihailidis, P. and Thevenin, B. (2013). Media literacy as a core competence of engaged citizenship in participatory democracy. American Behavioral Scientist, 57(11), 1611-1622.
Nikou, S., Brännback, M. and Widén, G. (2018). The impact of multidimensional literacy on the use of digital technologies: digital immigrants and digital natives. International Conference on Well-being in the Information Society, July 29, 2018, Springer, 117–133.
Park, Y. J. (2015). My whole world is in the palm of my hand! A second level divide between cell phone use and teen skills. New Media and Society, 17(6), 977-995.
Rachmadtullah, R., Marianus Subandowo, R., Humaira, M. A., Aliyyah, R. R., Samsudin, A., and Nurtanto, M. (2020). Using blended learning with Moodle: Study effectiveness among primary school teacher educators during the COVID-19 pandemic. International Journal of Advanced Science and Technology, 29(7), 3272–3277.
Rainie, L. (2016). A new era of communication. Science, 354(6313), 705-706.
Smith, J. (2015). improving problem-solving skills in the digital age. International Journal of Technology in Education, 12(3), 70-80.
Staksrud, E. (2013). Children in the online world: risks, regulations, rights. Ashgate Publishing House, Sp. z o. o.
van Dijk, J. A. (2020). Digital divide. Polity Press, pp. 140-144.
Voogt, J., Fisser, P., Good, J., Mishra, P., and Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technology, 20(4), 715-728.
Williams, L. (2014). Information evaluation in the digital age. Journal of Information Sciences, 27(1), 115-125.
Zheng, Y., Wang, J., Doll, W., Deng, X., and Williams, M. (2018). The influence of organizational support, technical support, and self-efficacy on faculty members’ perceived benefits of using a learning management system. Behavior and Information Technology, 37(4), 311–319.
Journals System - logo
Scroll to top