• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.597-603
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• 2023

This study evaluates the AI digital competencies of teachers and presents a step-by-step framework for teacher's AI digital competencies that can be utilized in training. To do this, AI digital competencies were analyzed from the perspective of utilization and disposition, linked with the Technological Pedagogical Content Knowledge (TPACK) perspective. Then, as a precedent for step-by-step teacher AI digital competencies, the 3-step competency of the British Education and Training Foundation and the UNESCO ICT Teacher Competency Framework were presented. In this study, teacher's AI digital competencies were divided into three stages: entry, adaptation, and leadership, considering precedent research and domestic conditions. The initial entry stage passed the validity test in the second round of the Delphi survey, and the other two stages passed in the first round. The final entry stage is described as a stage where teachers understand AI digital but have difficulty implementing it, the adaptation stage is a level applied to standard curricula, and the leadership stage is a level where AI digital is applied in advanced courses and teachers serve as models for others. Through the overall AI digital competencies presented in this study, detailed competency development is possible, and it can be used as a reference material for developing evaluation items.

• International Journal of Computer Science & Network Security
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• v.21 no.2
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• pp.212-220
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• 2021

The objectives of this research were to identify the digital competencies required for information science specialists at Saudi universities and to examine whether there existed conspicuous differences in the standpoint of these specialists due to years of work experience with regard to the importance of these competencies. A descriptive analytical method was used to accomplish these objectives while extracting the required digital competency list and ascertaining its importance. The research sample comprised 24 experts in the field of information science from several universities in the Kingdom of Saudi Arabia. The participants in the sample were asked to complete a questionnaire prepared to acquire the pertinent data in the period between January 5, 2021 and January 20, 2021. The results reveal that the digital competencies required for information science specialists at Saudi universities encompass general features such as the ability to use computer, Internet, Web2, Web3, and smartphone applications, digital learning resource development, data processing (big data) and its sharing via the Internet, system analysis, dealing with multiple electronic indexing applications and learning management systems and its features, using electronic bibliographic control tools, artificial intelligence tools, cybersecurity system maintenance, ability to comprehend and use different programming languages, simulation, and augmented reality applications, and knowledge and skills for 3D printing. Furthermore, no statistically significant differences were observed between the mean ranks of scores of specialists with less than 10 years of practical experience and those with practical experience of 10 years or more with regard to conferring importance to digital competencies.

• Journal of Digital Convergence
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• v.9 no.6
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• pp.255-266
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• 2011

For the empirical research, consultant competencies are constructed as consultant ability, attitude, and knowledge, and project manager competencies are constructed as management ability, participating attitude, and absorption capacity. For the more accurate research, moderate effects such as consulting project's manager tested.

• Journal of Digital Convergence
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• v.12 no.12
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• pp.173-180
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• 2014

Life competencies most required for university students, who receive a higher education and prepare to go into society, are job competencies. People with a variety of competencies are needed in the job market in a globally-oriented 21st-Century knowledge-based society. Now that raising competent people who have a high level of job competency is regarded as one of university functions, a way to improve job competencies through university education needs to be investigated. This study proposes a convergence education system to improve job competencies. The convergence education system includes five type of convergence: convergence in major fields of study, convergence in education courses, convergence in education space, convergence in education methods, and convergence in education period. This education system is expected to improve a variety of job competencies including cognitive competencies, non-cognitive competencies, and global competencies.

• Asia pacific journal of information systems
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• v.32 no.3
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• pp.537-563
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• 2022

This study investigates the adoption and application of digital transformation in the financial sector and analyzes the process and outcomes of digitization and digitalization in the field of the finance industry of South Korea and overseas, in order to seek both managerial and strategic implications for successful implementation of digital transformation in the future. The findings show that, for successful digital transformation, it is necessary to maximize active and systematic use of advanced online and digital technologies that form the basis of business and create an open, horizontal organizational culture and communication system to equally share and distribute advanced technologies and competencies through the entire organization. Furthermore, this study also discovers the legitimacy to concentrate the organizational competencies and know-how in providing technical training for members, expanding customer experience, and improving customer satisfaction services to contribute to improving the quality of life for members of the organization and creating and improving social and public infrastructures, instead of using digital transformation only to improve productivity of organizations or firms. As such, it is necessary to concentrate corporate competencies in establishing and supplying digital transformation that is not just human-centered but also has productivity, innovativeness, and reliability at the same time.

• Journal of Digital Convergence
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• v.10 no.4
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• pp.63-78
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• 2012

This research aimed at constructing consultant's competencies of having the biggest effect upon consulting performance with competencies, knowledge and attitude, clarifying the effect upon service quality and consulting performance and being useful for some researches developing future consultant's competencies and looking for service quality improvement plan. The results of the study can be summarized as follows. First, it was identified that the consultant's competencies had positive effect upon consulting service quality. Second, it was verified for service quality to have positive effect upon consulting performance. Third, consultant's competencies proved that it has positive effect upon consulting performance.

• Journal of The Korean Association For Science Education
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• v.40 no.2
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• pp.227-236
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• 2020

This study examines the change in students' science attitude and the growth of their core competencies through science classes emphasizing digital literacy. To this end, we conducted a study on 116 first graders in C middle school in the C region, and entered a science class that emphasized digital literacy of 35 classes. First, as a result of examining the effect on science attitude, a statistically significant change (p<.05) was observed. The effect size for each subregion ranged from 0.67 to 1.52. Second, there were no differences in the overall frequency of growth perception according to the type of class that emphasized digital literacy. However, in the analysis of core competencies, Web-based classes did not show a large difference in frequency by core competencies, whereas high-tech classes were slightly different by core competencies. This is an implication for science education, and it is necessary to increase the utilization of science classes that emphasize digital literacy.

• Journal of Korea Society of Digital Industry and Information Management
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• v.17 no.1
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• pp.45-55
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• 2021

Recently, competition in the interior remodeling business is fierce. However, the interior remodeling business is basically B2B, and in this business, sales are basically dictated by the capabilities of salespeople. Therefore, in this study, we intend to develop a model for the core competency of salespeople in the interior remodeling business. To this end, based on the research on the existing competency and competency modeling, the competency model of the salesperson was derived using Dubois' overlay method. A total of 12 core competencies could be defined through the first and second modeling. The subject of this study was focused on LG Hausys, the most representative interior remodeling company in Korea. Based on the core competencies developed in this way, overall sales competencies can be raised through the development of a training course to enhance the sales competencies of salespeople, and a more efficient and objective HR.

• Knowledge Management Research
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• v.25 no.1
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• pp.135-154
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• 2024

As the digital transformation accelerates, the demand for professionals with competencies in various digital technologies such as artificial intelligence, big data is increasing in the industry. In response, the government is developing various educational programs to nurture talent in these emerging technology fields. However, the lack of a clear definition of competencies, which is the foundation of curriculum development and operation, has posed challenges in effectively designing digital technology education programs. This study systematically reviews the definitions and characteristics of competencies presented in prior research based on a literature review. Subsequently, in-depth interviews were conducted with 30 experts in emerging technology fields to derive a definition of competencies suitable for technology education programs. This research defines competencies for the development of technology education programs as 'a set of one or more knowledge and skills required to perform effectively at the expected level of a given task.' Additionally, the study identifies the elements of competencies, including knowledge and skills, as well as the principles of competency construction. The definition and characteristics of competencies provided in this study can be utilized to create more systematic and effective educational programs in emerging technology fields and bridge the gap between education and industry practice.

• Journal of Digital Convergence
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• v.10 no.5
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• pp.89-103
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• 2012

This paper analyzed the effect of learning motivation and conation(endurance, effort) on the consultant' entrepreneurship(innovativeness, proactiveness, risk- taking) and competencies(ability, knowledge, attitude), and the mediating effect of the entrepreneurship on the consultant's competencies. The result shows that the learning motivation and conation have a positive impact on the partial factors of the consultant's entrepreneurship(innovativeness, proactiveness) and competencies(ability, knowledge), but not impact on the risk- taking and the attitude. Innovativeness and proactiveness have an positive impact on the consultant's competencies, but not the risk-taking. Innovation and proactiveness fully mediated the effect of learning motivation on the ability, and partially mediated on the knowledge. The effect of learning conation on the ability and knowledge was partially mediated by the innovation, not by the proactiveness. This study shows that the management of the learning motivation and conation, the education of entrepreneurship(innovativeness, proactiveness) are very important for the cultivating the consultant' competencies.