COMPARATIVE ANALYSIS OF THE ESSENCE AND STRUCTURE OF "INFORMATION COMPETENCE" AND "DIGITAL COMPETENCE" CONCEPTS
DOI:
https://doi.org/10.31110/ITEA-v.2025.i1.04Keywords:
information competence, digital competence, comparative analysis, educationAbstract
The article presents a comparative analysis of the essence and structure of "information competence" and "digital competence" concepts. In particular, the authors elaborate on defining information and digital competence and understanding both concepts in modern education. The authors shortly show an overview of the comparative analysis approach, the essence of information competence, and the ability to access, evaluate, and use information effectively. They prove the importance of critical thinking and problem-solving skills, the importance of ethical use of information and understanding of information sources, describe the foundational skills, information literacy: a critical intertwining; the importance of digital safety and privacy, assessing and developing digital competence; frameworks for information competence vs. digital competence. They highlight standard components and skills in both competencies and analyze the differences in focus areas (information literacy vs. technological proficiency). Also, they show methodological approaches to assessing information and digital competence, methodological approaches in teaching information and digital competence, strategies for fostering information competence in educational settings, and approaches for developing digital competence among students. The authors justify integrating both competencies in curriculum design, generalize challenges and implications, barriers to achieving and the impact of the digital divide on information and digital competence, and future directions for educational policies and teacher training.
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