A MATRIX FOR MAKING SENSE OF DIGITAL COMPETENCES IN FORMAL ENGINEERING EDUCATION CURRICULA

Abstract

In this paper we present the development of a matrix used to assist study boards and stakeholders in embedding digital competences into their engineering curricula. The matrix was developed by reviewing existing frameworks of digital literacy and competency at the citizen, upper secondary and higher educational levels and modifying them to suit the context of problem- and project-based learning (PBL) in engineering education. The matrix draws together three categories of digital competences (general academic competences, problem-based learning competences, and discipline specific competences) and an interdependent taxonomy of digital competences (user competences, development competences and reflexive competences), resulting in a matrix of nine distinct types of digital competences. The resulting matrix makes accessible the concepts of digital competences enabling different stakeholders in the curriculum design process (study boards, industry advisory bodies, students etc.) to make meaningful contributions to the curriculum development process.