DIGITAL COMPETENCE IN AN AI-DRIVEN ERA: UPDATED SKILLS FOR RESEARCHERS, TEACHERS AND STUDENTS
DOI:
https://doi.org/10.62405/osiconf.2026.43Keywords:
digital competence; artificial intelligence; academic integrity; AI literacy; higher education; DigComp.Abstract
The aim of this study is to identify which components of digital competence require updating due to the integration of generative artificial intelligence into research, teaching and learning activities. The study is based on a comparative analysis of the European Digital Competence Framework (DigComp 2.2) and UNESCO's AI Competency Framework for Teachers (2024), together with an analysis of the AI-use policy at Igor Sikorsky Kyiv Polytechnic Institute and other Ukrainian higher education institutions. The results show that this new layer of competences supplements the traditional set of digital skills: critical evaluation of AI-generated content and awareness of its limitations (including hallucinations and bias), effective prompt formulation, and transparent disclosure of AI use in academic texts. A notable gap was found between the needs of researchers, teachers and students, along with uneven institutional policy: some institutions, such as KPI, already have detailed documents, while others rely on general academic integrity provisions. The paper offers a profile of updated digital skills for each group, along with recommendations for embedding them into educational programmes and institutional policy.
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