Katalin Harangus

Digital competence plays an essential role in the work of teachers in general, and it has its specific challenges regarding language teachers. In their future profession, teachers will need to be able to respond to challenges of the digital world and to develop 21^st-century competencies in a conscious, goal-oriented way supported by digital tools. Our survey proposes to map the level of development of digital competence among first-year translation and interpretation students, also enrolled in language teacher training. The tool of the survey was a questionnaire. In compiling the questions, we relied on the digital competence elements of the five competence areas of the European Union DigComp 2.1 reference framework. The results suggest that students’ digital competence level is advanced, but there are areas and competences that require targeted intervention.

Information about the paper titled "PROBLEM SOLVING SKILLS: ANALYSIS OF THE RELATIONSHIPS BETWEEN COMPUTATIONAL THINKING AND READING COMPREHENSION" at IATED Digital Library

Information about the paper titled "THE LEVEL OF DEVELOPMENT OF DIGITAL COMPETENCE AMONG TEACHER TRAINING STUDENTS" at IATED Digital Library

In our research, we examined the development of complex problem-solving skills among 1st-year teachers training undergraduate students in engineering at Sapientia Hungarian University of Transylvania (N = 73). The research aimed to determine whether knowledge transfer works among students in interpreting life-like, specific problems. A worksheet was used as a measuring tool. In compiling it, we applied the concept that tasks include computer-transferable algorithms (such as cryptography process, parallel computing, and constraints), and their solution does not require any special IT knowledge, only structured and logical thinking. The research reports on the extent to which teacher training students have acquired knowledge and problem-solving strategies related to certain disciplines. The obtained data shed light on the fact that the lack of an interdisciplinary approach hinders the recognition of the connections between the different fields of education. Keywords: Computational thinking; problem-solving skills; Teaching education.