Perceived Pedagogical Value of Digital Technologies Among Engineering Students
TL;DR
Examining students’ attitudes about the use of digital technologies, their representation in teaching, and their influence on the perceived pedagogical value of teaching at the technical faculty demonstrates that the perceived pedagogical value of digital technologies primarily depends on the ability to encourage students’ interaction and active participation in the teaching process.
Abstract
The increasing integration of digital technologies in higher education raises important questions about their real pedagogical value in teaching practice. The aim of this research was to examine students’ attitudes about the use of digital technologies, their representation in teaching, and their influence on the perceived pedagogical value of teaching at the technical faculty, examined through correlational and regression analyses. The research also included an analysis of the relationships among digital technologies, student engagement, and students’ assessments of teachers’ digital competence, particularly under conditions of limited technical resources. The research was conducted on a sample of 375 students in engineering study programs. Data were collected using a structured questionnaire and analysed using exploratory factor analysis, reliability analysis of the measurement scales (Cronbach’s alpha and, for the two-item scale, the Spearman-Brown coefficient), correlation analysis and regression models. The results show that, although students generally have a positive perception of digital technologies and teachers’ digital competence, exposure to advanced digital tools in teaching remains limited. Student engagement showed as the most significant predictor of the perceived pedagogical value of digital technologies, along with the institutional support and students’ digital competencies, which also made significant contributions. In contrast, teachers’ digital competence and level of exposure to digital technologies were not significant predictors when considered alongside other variables. These results demonstrate that the perceived pedagogical value of digital technologies primarily depends on the ability to encourage students’ interaction and active participation in the teaching process. The research also provides empirical evidence from the technical faculty context and contributes to understanding the conditions under which digital technologies enhance teaching quality.