Formation Digital Intelligence of a Modern Economist: A Competence

Approach

Olena G. Glazunova

, Taisiia P. Saiapina

, Valentyna I. Korolchuk

, Olga M. Kasatkina

Tetiana V. Voloshyna

and Maksym V. Mokriiev

National University of Life and Environmental Sciences of Ukraine, 15 Heroiv Oborony Str., Kyiv, 03041, Ukraine

Keywords:

Digital Intelligence, Digital Security, Future Economist, Digital Economy, Digital Citizen, Digital Creator,

Digital Entrepreneur.

Abstract:

In the current context of the digitalization of various spheres of life, an important characteristic of participants

in a digital society is the level of their digital intelligence. With the development of the digital economy,

the skills of digital intelligence are required by all professionals in the ﬁeld. The level of digital intelligence

development of future economists during their university studies determines their successful employment and

career development. The present paper analyzes the application of the competency approach to the formation

of digital intelligence using the tools of the moodle platform. In the e-learning course, digital learning content

was correlated with a competencies that are deﬁned according to digital intelligence hoards. The authors

demonstrate the stages of formation, indicators for different levels of formation, content and examples of

educational representation of material. The results of the pilot study for achieving all three levels of digital

intelligence are also presented. A statistical analysis of the results of the experiment was carried out and their

relevance proved.

1 INTRODUCTION

The modern economy requires the digitization of eco-

nomic processes, which is the basis of innovative de-

velopment of economic systems. Digital economy

is creating new products, shaping new needs, and

the speed and volume of information is increasing

day by day. The development of digital intelligence

among economic actors offers signiﬁcant opportuni-

ties to create and conduct business based on new tech-

nological solutions or business models not previously

applied. At the current stage of the development of

the global economy, digital tools were accompany-

ing all aspects of economic activity, and digital data

technology and e-business were receiving increasing

attention.

The use of digital technologies is transforming

the relations between the participants of economic

https://orcid.org/0000-0002-0136-4936

https://orcid.org/0000-0001-9905-4268

https://orcid.org/0000-0002-3145-8802

https://orcid.org/0000-0002-3952-9046

https://orcid.org/0000-0001-6020-5233

https://orcid.org/0000-0002-6717-3884

activity in its various sectors. That is why the for-

mation and development of digital competences in

economists, both general and professional, is an im-

portant task for modern universities in preparing fu-

ture economists and improving their skills. “The pub-

lic interest in sustainable and continuous development

of the quality of labor resources and the increase

of their value ﬁnds concrete expression in the rule-

making for modernization and achievement of effec-

tive structural changes in the education and qualiﬁ-

cation systems, herefore, the development of compe-

tency proﬁles and competency models in higher ed-

ucation is imperative. The realization of competence

approach is meaningful, effective and supporting the

future professional realization of the students and it

should be prioritized. As a means of comparison with

the rich theoretical experience and established prac-

tice, it is a real helper for the development of the

higher education system as a responsibility not to the

document, but to the result” (Nikolova Koleva, 2021).

International and European institutions pay great at-

tention to the development of standards of digital

competence, in particular, the framework of digital in-

telligence provides the ability to adequately use dig-

ital technologies to work with data, management in-

432

Glazunova, O., Saiapina, T., Korolchuk, V., Kasatkina, O., Voloshyna, T. and Mokriiev, M.

Formation Digital Intelligence of a Modern Economist: A Competence Approach.

DOI: 10.5220/0012065100003431

In Proceedings of the 2nd Myroslav I. Zhaldak Symposium on Advances in Educational Technology (AET 2021), pages 432-447

ISBN: 978-989-758-662-0

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

formation systems, economic risks, provide cyberse-

curity, digital communication and more. The develop-

ment of such abilities among future economists needs

to take place both during the training of information

technology disciplines and in professionally oriented

(vocational) academic disciplines. It is therefore nec-

essary to develop the content, methods and forms for

the formation and development of digital intelligence

skills of future economists during university studies

through appropriate educational programs.

The purpose of the present article is to deﬁne

the notions, components, levels and characteristics

of digital intelligence of the modern economist, to

develop approaches to the formation and develop-

ment of components of digital intelligence of future

economists in higher education.

2 THE THEORETICAL

BACKGROUND

Digital competences, computer skills, information lit-

eracy and related abilities represent a crucial ele-

ment in ICT education (Information and Communi-

cation Technologies) (Stopar and Bartol, 2018). Dig-

ital competence is a basic skill for citizens and should

be systematically assessed, taking into account char-

acteristics such as knowledge, skills and attitudes

(Hazar, 2018).

Digital skills are one of the most important condi-

tions for the development of the digital market in any

country, as they are directly or indirectly linked to all

spheres of society and the economy. Signiﬁcant work

has been done by the European community to create

the potential for digital transformation of education,

in particular, to change the skills and competences re-

quirements for citizens. The work was focused on

developing a digital competency framework for cit-

izens (DigComp), educators (DigCompEdu), educa-

tional organizations (DigCompOrg) and consumers

(DigCompConsumers).

Digital competence is one of the key competences

and is necessary for lifelong learning as it “involves

the conﬁdent and critical use of electronic media for

work, leisure and communication. It is related to log-

ical and critical thinking, to skills for handling in-

formation at a high level”. The DigComp concep-

tual reference model identiﬁes 5 broad areas of dig-

ital competence, broken down into 21 competences

(Park, 2019). The development of the entrepreneurial

capacity of European citizens and organisations is one

of the key policy objectives for the EU and Mem-

ber States. European Commission identiﬁed sense

of initiative and entrepreneurship as one of the 8 key

competences necessary for a knowledge-based soci-

ety. The EntreComp proposes a shared deﬁnition of

entrepreneurship as a competence, with the aim to

raise consensus among all stakeholders and to estab-

lish a bridge between the worlds of education and

work (Bacigalupo et al., 2016). The European e-

Competence Framework is not based on job proﬁles

but rather on competences as this approach is more

ﬂexible. Its purpose is to provide general and compre-

hensive e-Competences speciﬁed at ﬁve proﬁciency

levels that can then be adapted and customised into

different contexts from ICT business and stakeholder

application perspectives. The 41 competences of the

framework are classiﬁed according to ﬁve main ICT

business areas and relate to the European Qualiﬁca-

tions Framework (Costa and Santos, 2017).

The level of digital competence of university stu-

dents is determined in accordance with the DigCom

2.1 recommendations (Gonz

alez Calatayud et al.,

2018; L

opez-Meneses et al., 2020; Kuzminska et al.,

2019), TPACK-21 (Schmidt et al., 2009; Valtonen

et al., 2017; Miguel-Revilla et al., 2020).

Any framework of digital competence presented

necessarily requires mastery of the components of

digital intelligence. Park (Park, 2016) deﬁnes digital

intelligence as a set of social, emotional and cognitive

abilities that allow individuals to meet challenges and

adapt to the requirements of digital life. By acknowl-

edging conceptual dyad, digital intelligence could be

a result of the process of digital learning (Kineshanko

and Jugdev, 2017). Since digital technologies support

the learning process and have become an educational

subject as well as teaching content, the development

of digital intelligence is encouraged in contemporary

students (

Skoda and Lui

c, 2019).

Today’s education is best met by the concept of

digital intelligence development that includes eight

interconnected areas: digital identity, digital use, dig-

ital safety, digital security, digital emotional intel-

ligence, digital communication, digital literacy, and

digital rights (Dost

al et al., 2017). Cismaru et al. (Cis-

maru et al., 2018) explores the development of four

categories of skills (operational, informational, strate-

gic and digital ﬂuency) as dimensions of the digital

intelligence.

Entrepreneurs are often pressed to create and

launch products and services as quickly as possible

to achieve a ﬁrst-mover advantage in the market. In

doing so, they tend to overlook cybersecurity threats

and risks due to a lack of awareness and insufﬁcient

funding. This can lead to theft of intellectual prop-

erty, project failure, and inaccurate risk assessment

(Plachkinova and Pittz, 2021).

Formation Digital Intelligence of a Modern Economist: A Competence Approach

433

3 IMPLEMENTATION

Digital economy is based on information and com-

munication and digital technologies, the rapid devel-

opment and spread of which are already affecting

the traditional (physical-analogue) economy, trans-

forming it from a resource-consuming economy to a

resource-creating economy. Data are the key resource

of the digital economy, generated and enabled by

electronic communications through the operation of

digital devices, tools and systems. In order to achieve

digital competitiveness in the digital economy, it is

necessary to develop the digital intelligence skills in

a future economist.

Similar to IQ and EQ, which are used to measure

general and emotional intelligence, digital skills are

DQ (Digital Quotient), which is digital intelligence.

The DQ framework contains 3 levels of digital intel-

ligence (Deepak, 2017):

• “digital citizenship” is the use of digital technolo-

gies in everyday life, for interaction with each

other, communication, viewing of digital content,

etc.;

• “digital creativity” is the use of digital technolo-

gies to create content, media, applications, etc.;

• “digital entrepreneurship” is the use of digital

technologies for business, professional activity,

etc.

The deﬁned levels are applied to such compo-

nents of digital intelligence as: Digital Changemaker

Identity, Digital Use, Digital Safety, Digital Security,

Digital Emotional Intelligence, Digital Communica-

tion, Digital Literacy, Digital Rights. In order to de-

termine indicators for all components of the future

economist’s digital intelligence, it is necessary not

only to analyze the DQ framework, but also the labor

market requirements to the competences of a modern

digital economist. The description of the components

of digital intelligence is presented in ﬁgure 1. Thus,

two basic academic disciplines – “Information Tech-

nology in Economics” and “Database Management

Systems”, in the program of training of specialists in

the economy are responsible for the formation of dig-

ital skills.

According to the data of DQ Institute, a person

possesses Digital Changemaker Identity if he/she

knows the general and emerging trends in the digital

environment, identiﬁes and evaluates innovative op-

portunities for business or social impact, provided by

the improvement of new technologies, development

of higher-order thinking skills, expansion of thinking

beyond the individual scale to integrate digital net-

works and tools in response to broader social and eco-

nomic challenges. Such people demonstrate profes-

sionalism and value, an interest in understanding the

existing gaps in their digital competence and tech-

nology, using them for self-development and further

business growth (Park, 2019). At The Future of Jobs

Report forum, it was stated that the more work on soft

skills in addition to hard skills, the more navigate eas-

ily tomorrow’s job market (The Future of Jobs Re-

port, 2020). Soft skills are crucial for the complex and

dynamic process of career management and develop-

ment for an economist mostly within the knowledge-

based society context (Suciu and Lacatus, 2014).

Teaching detailed and nuanced industry knowledge is

arguably beyond the scope of entrepreneurship edu-

cation systems, but to an extent, it is of paramount

importance that students are exposed to the organic

industry knowledge through interaction and experi-

ential experiences. Within such interaction, the de-

velopment of convergent 21st century skills such as

social elationships, leadership, creativity and critical

thinking further nurture entrepreneurial intents among

students (Ghafar, 2020). The indicator of the Digital

Changemaker Identity is the ability to identify and

develop yourself as a competent digital technology

user in Economics. To reach the Digital Citizen level,

it is enough for a modern economist to understand

the possibilities of using digital technologies to build

your own image and the impact of knowledge and

technology on professional development; use tech-

nologies to control and form your own digital identity;

to demonstrate honesty in technology use and self-

efﬁcacy by ﬁnding ways to take advantage of the op-

portunities available to you in the digital environment.

The level of “Digital Creator” presupposes the future

economist’s understanding of how to be aware of the

progress of ICT, as well as the ability to integrate dig-

ital technologies in professional life; having a healthy

identity as the co-creator of the digital ecosystem,

able to explore and identify contemporary problems,

jointly develop new ideas for their solution through

technology. To reach the Digital Entrepreneur level,

it is necessary to be able to identify and evaluate inno-

vative business or social impact opportunities that are

enhanced by new technologies; monitor and integrate

emerging trends and technologies, structure data col-

lection to identify new technology products / services

that determine the potential added value of the busi-

ness for sustainability and proﬁtability of the busi-

ness. Within the framework of both academic disci-

plines, namely “Information Systems and Technology

in Economics” and “Database Management Systems”

the Digital Changemaker Identity skills can be de-

veloped through the use of project-based, case-based,

and practice-oriented training.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

434

Figure 1: Components of digital intelligence.

Digital data technology, information systems in

management, accounting and ﬁnance are increasingly

playing a key role in managing business processes,

including all areas of economic activity, and future

economists therefore need Digital Use skills. In

(Wong et al., 2016) several considerations and sug-

gestions are drawn in terms of rethinking and pur-

suing usability in training when applied to Enter-

prise Resource Planning (ERP), and other business

process management software systems, SAP, which

comes as an integrated solution that incorporates the

key business functions and processes of an organi-

zation. The rapid growth through the use of Enter-

prise Resource Planning (ERP) systems by Indone-

sian companies has been responded by ERP ven-

dors in providing skilled human resources in ERP

environment by cooperating with universities, par-

ticularly for training accounting students. Satisfac-

tion with class and instructor inﬂuence perceived ease

of use, students feel satisﬁed with ERP training and

this affects their intentions in using ERP in the fu-

ture (Imbiri, 2019). Chen and Zhou (Chen and Zhou,

2013) presents the enterprise resource planning (ERP)

course layout aiming at the current problems from

six aspects of the curriculum, teaching content, teach-

ing resource, teaching method, teaching evaluation,

teacher training. Shraideh et al. (Shraideh et al.,

2018) conducted a practical course for teaching top-

ics of SAP Leonardo and SAP HANA by suggest-

ing model for conducting a capstone course consist-

ing of eight phases. The model is geared to teach-

ing new and innovative industry-related topics by us-

ing a project-based learning approach including el-

ements of experiential learning and role-play teach-

ing. The Digital Citizen level assumes the mod-

ern economist’s understanding of the impact of the

use of digital technologies on health, productivity of

work, welfare and lifestyle, the possession of the rel-

evant knowledge to solve these consequences; the use

of technology in a targeted manner to achieve better

objectives, effective use of digital content and tools

for their own beneﬁt. At the same time, a modern

economist with a Digital creativity level has to be

able to develop new ideas for solving the given tasks;

to use self-motivation and ingenuity in using tech-

nologies in professional activity, for allocating avail-

Formation Digital Intelligence of a Modern Economist: A Competence Approach

435

able resources; to select and use digital technologies

and information systems to plan and execute business

processes. To attain the Digital entrepreneur level a

student must use digital technologies to improve or-

ganizations, achieve business goals, work with eco-

nomic indicators, information systems covering all

spheres of economic activity, use systems to manage

enterprise resources; to create, implement and use in-

formation systems and technology in different spheres

of economic activity. The formation and development

of such skills is ensured in the course of studying “In-

formation Systems and Technology in Economics”

and “Database management systems” academic dis-

ciplines, as well as professionally oriented disciplines

in economics, accounting, analysis, modeling, man-

agement.

Organizations are faced with increasing complex-

ity, uncertainty and enhanced threats from a wide

range of forces. Depending on how this situation is

handled, it can become risk or opportunity to erode

or enhance business value. In addition, organizations

have to meet most different stakeholders’, legal and

regulatory risk management requirements, compre-

hensive enterprise risk management are challenge and

core competence for organizations’ sustainable suc-

cess (Stoll, 2015). Raanan (Raanan, 2009) research

which applications of risk management to many as-

pects of modern life, from insurance, banking, health

issues, business ventures, to project management and

more. The Digital Safety indicator is the ability to

understand, mitigate and manage economic risks us-

ing IT. To reach the level of a Digital Citizen the

future economist needs: to understand the different

types of behavioral cyber risks, how he/she can face

these risks, how these risks can affect him/her; to de-

velop the necessary technical, socio-cognitive, com-

municative and decision-making skills to deal with

cyber risk situations when they occur, and know the

tools to overcome these negative outcomes on the In-

ternet. The Digital Creator level involves understand-

ing the cyber risks of content they face on the Internet

and the strategies associated with appropriate behav-

ior, and the skills needed to develop and use conﬂict

management techniques to reduce these risks. In or-

der to reach the level of Digital Entrepreneur it is nec-

essary to understand different types of cyber risks of

commercial organizations, which can cause cessation

or slowdown of business processes, loss of competi-

tive advantage, loss of customers or proﬁt, reduction

of the business value and so forth. In addition, in or-

der to encourage the use of digital entrepreneurship, it

is necessary to be able to identify such risks and to de-

velop creative strategies using digital tools to address

and prevent the threats associated with those risks.

Integration of digital security skills as an indepen-

dent variable is critical to the understanding of the use

of online protective measures. Having the necessary

skills and knowledge to engage in a cyber-safety be-

havior can help users avoid cyber-victimization, re-

ducing the odds of negative outcomes such as the

theft of data, money or personal information (Dodel

and Mesch, 2018). Knowledge and skills in the ar-

eas of information security, information privacy, and

are of key importance for organizational and individ-

ual success in an evolving society and labour market

in which information is a core resource (Burkell et al.,

2015). The indicators Digital Security are the ability

to recognize, plan and deploy organizational cyberse-

curity tools in manufacturing processes. At the same

time, it is sufﬁcient for an economist possessing the

Digital Citizen level to recognize and eliminate tech-

nical and software cyber threats at the level of the op-

erating system, work in the network, work with per-

sonal data and copyrighted content, to know the types

of threats in the digital environment, identify strate-

gies and tools to be used to avoid such threats, use

digital technologies without compromising their data

and devices. The Digital Creativity level implies the

ability to plan and implement cybersecurity protec-

tion in the creation of digital content, organization of

data security and working information systems, iden-

tify vulnerabilities, quantify associated risks (e.g., in-

come deﬁciency or business losses), use tools, strate-

gies and protocols to ensure and improve data privacy

and security. To reach the Digital Entrepreneur level,

one needs to be able to organize a secure information

environment for the business organization, to actively

support cyber security in the organization, providing

advice and guidance on potential risks and strategies

for addressing them by developing and adhering to al-

ready developed communication strategies for organi-

zations to ensure adoption and compliance of security

policies and standards that ensure a viable environ-

ment for the enterprise. The formation of students’

Digital Security level is carried out in the process

of mastering the content-rich Module “Digital Secu-

rity: Protection in the Digital Environment” within

the framework of Information Systems and Technol-

ogy in Economics course.

It is widely acknowledged that emotional intelli-

gence is a crucial component in organizations. It has

been proved that leaders and employees who are emo-

tionally intelligent are more efﬁcient, creative, and

make better decisions (Bonesso et al., 2020). In to-

day’s digital and technical environment, employers

are looking for personnel that can contribute to the or-

ganization not only with the use of technical skills but

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

436

can also express their expertise with the use of posi-

tive emotional intelligence and communication effec-

tiveness (Hendon et al., 2017). The indicator of Dig-

ital Emotional Intelligence is the possibility to skill-

fully use digital tools for management. To master

the Digital Citizen level the future economists should

possess social and emotional skills in digital interac-

tion of people, connected with both psychological in-

teraction and practical, physical actions in conﬁrma-

tion of socially determined socially signiﬁcant things.

In order to reach the level of Digital Creator it is

necessary to identify, understand and use your own

emotional states, to be able to direct them, promote

cooperation and positive interaction between inter-

nal and external interested parties in order to achieve

the set goal; to understand and use your own emo-

tional states, which are derivative and primary to dig-

ital media and personal value systems. The Digital

Entrepreneur level implies the ability to develop in-

terpersonal skills, the ability to manage one’s emo-

tions, understand emotional responses and behaviors

depending on the context and digital environment, the

ability to build partnerships at personal, local, social

and global levels to achieve organizational goals. The

formation and development of such skills are ensured

in the process of studying basic academic disciplines

in information technologies – namely, Database Man-

agement Systems and Information Systems and Tech-

nology in Economics, as well as professionally ori-

ented academic disciplines in management, project

management and business modeling.

The importance of Digital Communication for

economists is beyond question, as information and

communication technologies are a driver of the digital

economy (Domazet and Lazi

c, 2017). Digital com-

munication and collaboration use features of digital

technologies with conﬁdence for communication, co-

operation and collaboration; effectively search, ﬁnd,

retrieve, process and communicate information from

a variety of digital sources and in a variety of for-

mats (Gekara et al., 2019). The ability for an under-

graduate economist to apply analytical skills to eco-

nomic issues of contemporary relevance is an integral

part of their tertiary training. In order to encourage

students O’Brien and Freund (O’Brien and Freund,

2018) explored the potential for future economists to

exploit their social media communication skills with

reﬂective blogging. The indicator of Digital Com-

munication is an ability to effectively exchange mes-

sages, ideas and thoughts on the Internet. Herein, it

is enough for an economist with the Digital Citizen

level to know and to be able to use various communi-

cation tools for effective messaging. The level of Dig-

ital Creativity implies the ability to create and trans-

mit digital content, independently organize communi-

cation channels for communications (for a large num-

ber of users inclusive); to store message histories, to

resume task on the needed Internet page, the ability to

use multiple communication tools without disrupting

the workﬂow; as well as the ability to create and orga-

nize videoconferencing; etc. Digital Communication

for an economist on the third level implies the ability

to create and establish different communication en-

vironments to discuss and formulate business strate-

gies and tactics in order to achieve the organization’s

goals. This level partly overlaps with Entrepreneurial

competence and is one of the main components of

Digital Competence. The formation of appropriate

skills of Digital Communication in future economists

can be carried out within Information Systems and

Technology in Economics academic discipline while

studying the informative module “Digital Communi-

cations in Global Space”. Therefore, Digital Commu-

nication for the modern economist is both the ability

to use the tools of gathering and disseminating pro-

fessional economic information and data, assessible

through digital means.

Information technologies are rapidly evolving and

changing, along with that the term Digital Literacy is

constantly acquiring new interpretations. This means

that the role of information technologies in training

specialists in different areas is undergoing constant

change as well (Pangrazio, 2014; Santos and Serpa,

2017; Spante et al., 2018). As stressed by Murray

and P

erez (Murray and P

erez, 2014), many students

entering the university today have a high level of ex-

posure to digital technologies and media. However,

they are not prepared to cross the bridge between per-

sonal and academic use of technology. As academic

knowhow is gained through formal education, so too

must technological prowess be gained through struc-

tured learning experiences. Chan et al. (Chan et al.,

2017) deﬁne digital literacy as “the ability to under-

stand and use information in multiple formats with

emphasis on critical thinking”. The indicator of Digi-

tal Literacy of a future economist the creation of doc-

uments, use of tools for calculations, analysis, visu-

alization and statistic processing. The Digital Citizen

level implies the ability to ﬁnd, process, organize, vi-

sualize and store economic data. To reach the Dig-

ital Creator level, it is necessary to be able to work

with software environments for automation of pro-

cesses of economic data processing (statistical, ana-

lytical); to create and use database management sys-

tems, data warehouses; to create and use economic

and mathematical methods and models, diagnostic

methods of control and estimation of the level of eco-

nomic growth by means of automation using digital

Formation Digital Intelligence of a Modern Economist: A Competence Approach

437

tools; to model and forecast economic processes us-

ing modern digital technologies. At the highest level

of Digital Literacy the Digital Entrepreneur implies

the ability of a student to design databases, informa-

tion systems, algorithms and data collection tools, to

develop decision-making models. Economists may

achieve such a level of Digital Literacy if they possess

experience of using different technologies gained not

only within the framework of studying such academic

disciplines as Information Systems and Technology

in Economics and Database Management Systems at

the university, but also in the process of professional

activity.

Organizations require skilled and knowledgeable

professionals who understand risks and responsibil-

ities related to the management of information pri-

vacy, information security, and copyright/intellectual

property (Burkell et al., 2015). New digital net-

worked technologies enable users to participate in the

consumption, distribution, and creation of content in

ways that are revolutionary for both culture and in-

dustry. Young people operate in the digital realm

overwhelmingly ignorant of the rights, and to a lesser

degree the restrictions, established in copyright law

(Palfrey et al., 2009). Software publishers use dig-

ital rights management, speciﬁcally copy-protection

techniques, to prevent unauthorized and illegal copy-

ing of their software products (Djekic and Loebbecke,

2005). The indicators of Digital Rights are the abil-

ity to understand your powers and Internet participa-

tion rights, licensed rights to use digital content and

specialized software. Thus, to reach the level of a

Digital Citizen, it is sufﬁcient to understand the con-

cept of conﬁdentiality as a human right, what per-

sonal information is and how it can be used, stored,

processed and shared on digital platforms along with

strategies and tools that help keep personal informa-

tion private and secure, is aware of copyright licenses

and Creative Commons tools, licensing choices for li-

censors. The Digital Creator level implies the knowl-

edge of the law and rights regarding the ownership of

information and content hosted in a digital environ-

ment, the ability to distinguish between creative use

and appropriation of someone else’s work; the ability

to track and manage changes to your digital content

to protect your/organizational assets from unautho-

rized changes or unauthorized use; to design and use

patents, trademarks, copyrights to protect your dig-

ital works through a variety of tools and applicable

legislation. In order to reach the level of a Digital En-

trepreneur, it is necessary to effectively integrate leg-

islation with one’s own practice to ensure the support

and enforcement of digital rights in the digital envi-

ronment as part of the entrepreneurial activity.

Competency indicators have been developed for

each component of digital intelligence.

Indicators of digital intelligence skills at the level

of “Digital Citizen”:

– DI1. Digital Changemaker Identity (using dig-

ital technologies to build your own image and the

impact of knowledge and technology on profes-

sional development; using technologies to control

and form your own digital identity; demonstrat-

ing honesty in technology use and self-efﬁcacy by

ﬁnding ways to take advantage of the opportuni-

ties available to you in the digital environment);

– DI2. Digital Use (understanding of the impact

of the use of digital technologies on health, pro-

ductivity of work, welfare and lifestyle, the pos-

session of the relevant knowledge to solve these

consequences; the use of technology in a targeted

manner to achieve better objectives, effective use

of digital content and tools for their own beneﬁt);

– DI3. Digital Safety (understand the different

types of behavioural cyber risks, how he/she

can face these risks, how these risks can affect

him/her; develop the necessary technical, socio-

cognitive, communicative and decision-making

skills to deal with cyber risk situations when they

occur; know the tools to overcome these negative

outcomes on the Internet);

– DI4. Digital Security (ability to recognizing and

eliminate technical and software cyber threats at

the level of the operating system; work in the net-

work, with personal data and copyrighted content;

know the types of threats in the digital environ-

ment, identify strategies and tools to be used to

avoid such threats; use digital technologies with-

out compromising their data and devices);

– DI5. Digital Emotional Intelligence ( possess

social and emotional skills in digital interaction

of people, connected with both psychological in-

teraction and practical, physical actions in conﬁr-

mation of socially determined socially signiﬁcant

things);

– DI6. Digital Communication (level to know and

to be able to use various communication tools for

effective messaging);

– DI7. Digital Literacy (ability to ﬁnd, process,

organize, visualize and store economic data);

– DI8. Digital Rights (understand the concept of

conﬁdentiality as a human right, what personal in-

formation is and how it can be used, stored, pro-

cessed and shared on digital platforms along with

strategies and tools that help keep personal infor-

mation private and secure; is aware of copyright

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

438

licenses and Creative Commons tools, licensing

choices for licensors).

Indicators of digital intelligence skills at the level

of “Digital Creator”:

– DI1. Digital Changemaker Identity (future

economist’s understanding of how to be aware

of the progress of ICT; ability to integrate digi-

tal technologies in professional life; ability to ex-

plore and identify contemporary problems, jointly

develop new ideas for their solution through tech-

nology);

– DI2. Digital Use (ability to develop new ideas for

solving the given tasks; to use self-motivation and

ingenuity in using technologies in professional

activity, for allocating available resources; select

and use digital technologies and information sys-

tems to plan and execute business processes);

– DI3. Digital Safety (understanding the cyber

risks of content they face on the Internet; under-

standing the strategies associated with appropriate

behavior, and the skills needed to develop; using

conﬂict management techniques to reduce cyber

risks);

– DI4. Digital Security (ability to plan and imple-

ment cybersecurity protection in the creation of

digital content, organization of data security and

working information systems; identify vulnerabil-

ities, quantify associated risks (e.g., income de-

ﬁciency or business losses); use tools, strategies

and protocols to ensure and improve data privacy

and security);

– DI5. Digital Emotional Intelligence (identify,

understand and use your own emotional states, to

be able to direct them; promote cooperation and

positive interaction between internal and external

interested parties in order to achieve the set goal;

understand and use your own emotional states,

which are derivative and primary to digital media

and personal value systems);

– DI6. Digital Communication (create and trans-

mit digital content, independently organize com-

munication channels for communications (for a

large number of users inclusive); store message

histories, to resume task on the needed Internet

page, the ability to use multiple communication

tools without disrupting the workﬂow; ability to

creating and organize videoconferencing);

– DI7. Digital Literacy (ability to work with soft-

ware environments for automation of processes

of economic data processing (statistical, analyti-

cal); ability to create and use database manage-

ment systems, data warehouses; ability to create

and use economic and mathematical methods and

models, diagnostic methods of control and esti-

mation of the level of economic growth by means

of automation using digital tools; ability to model

and forecast economic processes using modern

digital technologies);

– DI8. Digital Rights (knowledge of the law and

rights regarding the ownership of information and

content hosted in a digital environment; ability to

distinguish between creative use and appropria-

tion of someone else’s work; ability to track and

manage changes to your digital content to pro-

tect your/organizational assets from unauthorized

changes or unauthorized use; ability to design

and use patents, trademarks, copyrights to protect

your digital works through a variety of tools and

applicable legislation).

Indicators of digital intelligence skills at the level

of “Digital Entrepreneur”:

– DI1. Digital Changemaker Identity (ability to

identify and evaluate innovative business or so-

cial impact opportunities that are enhanced by

new technologies; ability to monitor and integrate

emerging trends and technologies; ability to struc-

ture data collection to identify new technology

products / services that determine the potential

added value of the business for sustainability and

proﬁtability of the business);

– DI2. Digital Use (use digital technologies to im-

prove organizations, achieve business goals, work

with economic indicators, information systems

covering all spheres of economic activity, use sys-

tems to manage enterprise resources; create, im-

plement and use information systems and technol-

ogy in different spheres of economic activity);

– DI3. Digital Safety (understand different types

of cyber risks of commercial organizations, which

can cause cessation or slowdown of business pro-

cesses, loss of competitive advantage, loss of cus-

tomers or proﬁt, reduction of the business value

and so forth; ability to identify risks and to de-

velop creative strategies using digital tools to ad-

dress and prevent the threats associated with those

risks);

– DI4. Digital Security (ability to organize a se-

cure information environment for the business or-

ganization; ability to support cyber security in the

organization, providing advice and guidance on

potential risks and strategies for addressing them

by developing and adhering to already developed

communication strategies for organizations to en-

sure adoption and compliance of security policies

Formation Digital Intelligence of a Modern Economist: A Competence Approach

439

and standards that ensure a viable environment for

the enterprise);

– DI5. Digital Emotional Intelligence (ability to

develop interpersonal skills; ability to manage

one’s emotions, understand emotional responses

and behaviors depending on the context and dig-

ital environment; ability to build partnerships at

personal, local, social and global levels to achieve

organizational goals);

– DI6. Digital Communication (ability to cre-

ate and establish different communication envi-

ronments to discuss; ability to formulate business

strategies and tactics in order to achieve the orga-

nization’s goals);

– DI7. Digital Literacy (ability of a student

to design databases, information systems, algo-

rithms and data collection tools; develop decision-

making models);

– DI8.Digital Rights (ability to effectively integrate

legislation with one’s own practice to ensure the

support and enforcement of digital rights in the

digital environment as part of the entrepreneurial

activity).

4 THE RESULTS OF

EXPERIMENTAL WORK

The pedagogical experiment on the development

of digital intelligence competences for future

economists lasted for 3 years and involved the ﬁrst

year students majoring in Economic (the total of 142

students). The formation and development of digital

intelligence skills of future economists was carried

out within the framework of studying the Information

Systems and Technology in Economics academic

discipline. The formation of DQ was carried out in

3 stages: (1) Digital Citizenship through two content

modules in the Information Systems and Technology

course; (2) Digital Creativity through a competency-

based project; (3) Digital Entrepreneurship through

practical training using real-life work situations. The

course of experimental research included measuring

students’ digital intelligence skills before the start of

the discipline and at the end of each stage.

The course content modules on Information Sys-

tems and Technology in Economics included: Dig-

ital Identity and Rights of the Modern Economist,

Digital Security: Protection in the Digital Environ-

ment, Cyber Risks in the Public Digital Domain, Dig-

ital Communications in the Information Environment,

Economic Data Tools, Visualisation of Economic In-

formation, Digital Tools for Economist Management,

Information Systems for Economic Activity. The pro-

cess of forming appropriate skills in accordance with

the components of digital intelligence level “Digi-

tal Citizen” was provided by a set of educational re-

sources and services, tasks for laboratory work.

The e-learning course (ETC), based on the Moo-

dle platform, was used as an internal resource for the

university’s e-learning environment to learn theoret-

ical educational material to organize the educational

process of future economists.

To determine the acquisition by students of the

necessary competencies by the means available in the

moodle system, the following was created:

• Technical representation of the competency

framework within the system competencies repos-

itory.

• Assignment of relevant competencies to the train-

ing course.

• Assignment of appropriate competencies to indi-

vidual elements of the e-learning course.

The digital competence framework includes (ﬁg-

ure 2):

• indicator

– level

exponent

Figure 2: Digital competence framework in the Moodle sys-

tem.

The content of the competency framework cor-

responds to the components of digital intelligence

skills with have been added to the relevant e-learning

course.

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

440

But simply the technical deﬁnition of the course

in which the relevant competencies will be formed is

not enough to recognize that the student has acquired

these competencies. A prerequisite is the presence

of educational elements, the successful development

of which will symbolize that the student has acquired

the competencies that these elements are designed to

develop in him.

At the same time, different approaches to deter-

mine the acquisition of competencies were identiﬁed

for different indicators.

To obtain the competencies “knows. . . ” the stu-

dent must review the theoretical material (read the

text, watch the study video, presentation, etc.) and

successfully pass the training test. The Moodle sys-

tem allows you to track the successful completion of

educational elements by students both automatically

(fulﬁllment of requirements) and by students them-

selves (personal determination of the state of under-

standing of the material received). Therefore, the stu-

dent can independently determine the theoretical ma-

terial as performed, and the test is marked as com-

pleted when receiving a grade above 60% of the max-

imum. Only when all these conditions are met is the

indicator of competence considered achieved.

To obtain competencies “able. . . ” students were

asked to perform a set of tasks in laboratory work.

The conditions for determining these tasks as per-

formed (and, consequently, obtaining the relevant in-

dicators of competence, which are tied to these tasks)

are to provide for the veriﬁcation of work performed

and receive an assessment of at least 60% of the max-

imum (ﬁgure 3).

When using the option of students gaining knowl-

edge through non-formal education, to conﬁrm the ac-

quired competence, it was proposed to provide evi-

dence of successful completion of third-party courses

by uploading a certiﬁcate in the e-learning course.

After veriﬁcation of the certiﬁcate, the teacher con-

ﬁrmed the acquisition of competence.

Determining the achievement of competency indi-

cators “uses. . . ” can no longer be done automatically.

In this case, the educational elements of the e-course

require the student to request conﬁrmation of the ac-

quisition of appropriate competence from the teacher.

According to the results of research conducted by the

student, completed project task or completed practice,

the teacher marks the acquisition of competence.

Thus, we obtained a list of activities aimed at

forming the appropriate capabilities for each compo-

nent of digital intelligence of the future economist

(ﬁgure 4)

Also, control tasks and tests were formed accord-

ing to certain indicators. Each student gained access

Figure 3: Adjustment of the passing score and conditions of

the performance.

to the structure of digital competence and the cor-

responding activities that must be performed for the

successful formation of digital competence. The ﬁg-

ure 5 shows a screen with the activities that the stu-

dent sees. After completing tasks for laboratory and

independent work, the student undergoes control ac-

tivities, the results of which determine the level of for-

mation of digital competence (for each component).

The results of the formed components of digital com-

petence the student can see after his teacher evaluates

the relevant activities in the e-learning course or af-

ter presenting a certiﬁcate of mastery of the relevant

mass online courses, which certiﬁes the formation of

relevant competencies.

After completing the two modules of the dis-

cipline, students were offered a project assignment

to achieve the Digital Creativity level. During the

project work, students learned how to apply a set of

services and tools developed during theoretical train-

ing to solve different types of tasks related to eco-

nomic activity of an enterprise. Before starting the

tasks of this project, the students had to split into

small groups, plan the teamwork, choose a service to

manage the project, assign roles to the participants,

set areas of responsibility and deadlines for the tasks.

In the course of the project assignment, the students

were asked to develop the information structure of

Formation Digital Intelligence of a Modern Economist: A Competence Approach

441

Figure 4: Correspondence of competencies and activities within one of the components of digital competence.

Figure 5: The ﬁnal page of the student’s competence.

the virtual business activity based on the analysed or-

ganisational and functional structure of the enterprise;

to select the software for economic activity (process-

ing, systematisation, visualisation and storage of eco-

nomic data), tools for conﬁdentiality and data security

using appropriate cloud services.

In order to achieve the “Digital Entrepreneurship”

level of the learning experience, the students were

asked to solve a case study based on the production

situation described. An example of such a task is

given below. “A retail chain is planning to expand its

branches. Given the number of employees, customers

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

442

and counterparties of the company planned after the

expansion, to analyse the technical and functional

characteristics of the existing systems in the market

and to select the optimal in terms of purchase and

maintenance costs: CRM-system; tool for checking

the activities of counterparties; tool for assessing the

ﬁnancial performance of the company. Evaluate the

cost of implementing such systems in the company.

Set up user authorisation rules in the selected systems

to ensure the security of company data”. The result of

the completed task is a presentation of the completed

work in the form of a joint document, which is gener-

ated by all participants of the project.

As a result, after graduation each student received

the following results of the formation of digital com-

petence (ﬁgure 6).

The leading idea of the research concept is re-

ﬂected in the hypothesis based on the assumption: if

the training of modern economists is carried out ac-

cording to the proposed phased formation of digital

intelligence skills, it will increase the levels of digital

intelligence: “digital citizen”, “digital entrepreneur”

and “digital creator”.

At the beginning of the pedagogical experiment,

each student assessed their own level of competence

in the components of digital intelligence in accor-

dance with the developed indicators on a scale from

0 to 10 for the levels of “Digital Citizen”, “Digi-

tal Creator”, “Digital Entrepreneur”. For each level,

the average value of the formation of the correspond-

ing component of digital intelligence was determined.

After completing the training, in which students were

offered resources, tasks, training practices for the for-

mation of digital intelligence skills at different levels

during three stages, students were asked to re-evaluate

the level of formation of digital intelligence compe-

tencies. The results of the experiment for 3 academic

years on the formation of competencies in digital in-

telligence at the levels of “Digital Citizen”, “Digital

Creator”, “Digital Entrepreneur” are presented in ta-

bles 1-3.

To conﬁrm the hypothesis of the study, a null hy-

pothesis was put forward: the average value of the

level of formation of digital intelligence before and

after the experiment for each level does not differ. De-

viation of this hypothesis for each level will conﬁrm

the effectiveness of the technologies used. The sam-

ple data have a normal distribution and form a pair of

correlating values, whereas the paired Student t-test

was chosen to evaluate the results.

Assessment of digital intelligence skills at the

level of “Digital Citizen” is presented in table 1.

The sample data have a normal distribution and

form a pair of correlating values, whereas the paired

Table 1: Assessment of digital intelligence skills at the level

of “Digital Citizen”.

Components

of digital

intelligence

Sampling

Deviation from

the average

To After To After

DI1 4.78 7.94 0.26 1.14

DI2 3.95 6.33 -0.57 -0.47

DI3 3.70 5.67 -0.82 -1.13

DI4 5.69 7.27 1.17 0.47

DI5 4.26 7.41 -0.26 0.61

DI6 3.81 5.27 -0.71 -1.53

DI7 4.86 7.84 0.34 1.04

DI8 5.13 6.67 0.61 -0.13

∑

36.18 54.40 0.02 0.00

Average value 4.52 6.80

Table 2: Assessment of digital intelligence skills at the level

of “Digital Creator”.

Components

of digital

intelligence

Sampling

Deviation from

the average

To After To After

DI1 2.91 5.35 -0.07 -0.36

DI2 2.85 5.53 -0.13 -0.18

DI3 1.78 5.33 -1.20 -0.38

DI4 2.98 5.58 0.00 -0.13

DI5 1.97 5.50 -1.01 -0.21

DI6 3.98 5.92 1.00 0.21

DI7 3.47 6.29 0.49 0.58

DI8 3.86 6.18 0.88 0.47

∑

23.80 45.68 -0.04 0.00

Average value 2.98 5.71

Student t-test was chosen to evaluate the results. The

t-criterion was calculated by the formula t =



√

where M

– is the mean difference of the values, S

–

standard deviation, N – the number of parameters.

The estimated t-criterion is 8.7, the critical value of

the Student’s t-criterion for the number of degrees of

freedom 7 is 2.365. Since t-estimated > t-critical, we

can reject the null hypothesis and conclude that the

difference in average values before and after the ex-

periment is statistically signiﬁcant (p = 0.05).

As can be seen from table 1, students have in-

creased the level of skills “Digital Citizen” as a re-

sult of studying the proposed courses by an average

on 22.8%. Graphical interpretation of the results of

the experiment for the level of “Digital Citizen” are

given in ﬁgure 7.

Assessment of digital intelligence skills at the

level of “Digital Creator” is presented in table 2.

The estimated t-criterion is 2.534 and exceeds the

Formation Digital Intelligence of a Modern Economist: A Competence Approach

443

Figure 6: Distribution of competencies by student.

Figure 7: Graphical interpretation of digital intelligence

skills at the level of “Digital Citizen”.

t-critical, we can reject the null hypothesis and con-

clude that the difference in average values before and

after the experiment is statistically signiﬁcant (p =

0.05).

As can be seen from table 2, students increased

the level of skills of “Digital Creator” as a result of

project tasks by an average of 27.3%. Graphical in-

terpretation of the results of the experiment for the

level of “Digital Creator” are given in ﬁgure 8.

Assessment of digital intelligence skills at the

level of “Digital Entrepreneur” is presented in table 3.

The estimated t-criterion is 7.22 and exceeds the

Figure 8: Graphical interpretation of digital intelligence

skills at the level of “Digital Creator”.

t-critical, we can reject the null hypothesis and con-

clude that the difference in average values before and

after the experiment is statistically signiﬁcant (p =

0.05). As can be seen from table 3, students have in-

creased the level of skills “Digital Entrepreneur” as a

result of internships by an average of 23.6%. Graph-

ical interpretation of the results of the experiment for

the level of “Digital Entrepreneur” are given in ﬁg-

ure 9.

In the results of the experiment in the ﬁrst, sec-

AET 2021 - Myroslav I. Zhaldak Symposium on Advances in Educational Technology

444

Table 3: Assessment of digital intelligence skills at the level

of “Digital Entrepreneur”.

Components

of digital

intelligence

Sampling

Deviation from

the average

To After To After

DI1 3.44 6.37 -0.13 0.46

DI2 2.88 6.16 -0.69 0.25

DI3 3.65 5.45 0.08 -0.46

DI4 3.64 5.96 0.07 0.05

DI5 2.98 5.91 -0.59 0.00

DI6 4.16 5.30 0.59 -0.61

DI7 2.55 5.85 -1.02 -0.06

DI8 5.26 6.31 1.69 0.40

∑

28.56 47.31 0.00 0.03

Average value 3.57 5,91

Figure 9: Graphical interpretation of the results for the level

of “Digital Entrepreneur”.

ond and third stages, presented in ﬁgures 7-9, and in

tables 1-3, we observe the heterogeneity of the indica-

tors of the formation of digital intelligence skills for

different components. After the ﬁrst stage, the high-

est level of DI is observed for the components of dig-

ital identity, security, emotional intelligence, and dig-

ital literacy, which we explain by additional thematic

MOOCs and by the using of appropriately selected re-

sources and services for training skills, matched the

speciﬁed DI components. For the development of

other DI components for the level of Citizen, other

professionally-oriented courses are provided, during

which these skills will be developed, for example, the

discipline “DBMS”. For the levels Creator and En-

trepreneur levels, the level of skills formation with

different elements is connatural, which is explained

by the formation of competency and practice-oriented

tasks considering the development of all components

of DE, applying blended learning technology, which

included project work methods, case method, individ-

ual and teamwork. Achieving the maximum values of

the corresponding indicators of the digital intelligence

is expected during the study of other professionally-

oriented disciplines.

5 CONCLUSIONS

The analytical study made it possible to identify and

describe the following components of the digital intel-

ligence of the economist: Digital Changemaker Iden-

tity, Digital Use, Digital Safety, Digital Security, Dig-

ital Emotional Intelligence, Digital Communication,

Digital Literacy, Digital Rights. The content of the

Information Systems and Technologies academic dis-

cipline for training future economists at universities,

in which digital intelligence skills can be developed,

is proposed.

The developed approach gives the possibility to

formulate digital intelligence skills of the digital cit-

izen, digital creator and digital entrepreneur levels.

The essence of the approach lies in the step-by-step

formation of skills that correspond to each successive

level. The initial stage involves studying the educa-

tional material and performing a series of hands-on

classes within the disciplines. In this way, digital citi-

zen skills can be formed. The second stage is to carry

out a project work that requires creativity to solve the

project task, and as a result, future economists will de-

velop the skills of the Digital creator level. The third

stage involves the fulﬁllment of a real production sit-

uation, which requires the student not only to have

previously acquired knowledge, skills and their appli-

cation in practice, but also to gain new experience in

solving typical production situations and responding

to appropriate challenges. This stage is designed to

build students’ Digital entrepreneur skills.

A formalized approach to the formation of tasks

in the elearning course in accordance with the com-

ponents of digital intelligence (DQ) using the built-in

tools of the moodle platform, provides an opportunity

to improve the learning process of students in accor-

dance with the objectives of competencies.

Three-stage approach of forming skills of digital

intelligence was tested for three years to train stu-

dents in “Economics”. As a result of pedagogical

experiment, the level of digital intelligence skills has

been increased, in particular, the level of “digital cit-

izen” increases by 22.8%, the level of “digital cre-

ator” by 27.3% and the level of “digital entrepreneur”

by 23.6%. The obtained results show that under the

given conditions of the organization of training dur-

ing studying of educational course Information Sys-

tems and Technology in Economics at students of eco-

Formation Digital Intelligence of a Modern Economist: A Competence Approach

445

nomic specialties the level of digital intelligence in-

creases on the average by 24.4%. But the develop-

ment of digital intelligence of future economists is

carried out in the future during the study of voca-

tional courses, internships, diploma design, as well

as through non-formal education.

Among the perspective areas of research, we see

the deﬁnition of conditions and construction of mod-

els of individual educational trajectory for students of

economic specialties in order to effectively develop

their digital intelligence.

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