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Focusing on digital literacy as a frame of reference for globally-required digital competence, the problem of its implementation within the sphere of education emerges. This paper will report the findings of the first concluded project phase of a dissertation thesis at the Faculty of Education of Trnava University in Trnava (Slovak Republic), concentrating on how digital competence is defined in European educational systems and how it is specified in actions within the primary stage. The purpose of this project phase was to determine a condition of explicitly defined digital competency within the national curricula of selected European nations (Slovak, Czech, Polish, English and Irish), and to compare the findings to the Slovak National Educational Program (ŠVP) as a national primary stage curriculum (ISCED1) with regards to its subjects and grade specification. In the first phase of dissertation project, the content analysis used a qualitative method of pedagogical research with a comparison of categorised findings. Findings about divergence between analysed West and East European curricula will be interpreted in detail (including references within content and performance standards). Potential for improvement in the sphere of digital competence definition for the primary stage will be closely indicated and specified. The paper will conclude with recommendations and concrete proposals for the fractional adoption of incentives underlying a distinct base for the realisation of the research project task, within the scope of the dissertation thesis.
Javorský et al. (Fri,) studied this question.