Conference tracks
The ICODSIP conference emphasizes two main tracks:
Track 1. E-competences and IT professionalism
The IT workforce is an essential element for the effective deployment of the digitalization in organizations and Society. The rapid evolution of technology and the steep growth of demand of qualified IT professionals has created an undesirable scenario of deficit of talent which is far from being solved in the sort term. The situation demands a more agile and consistent approach to the classification, categorization and assessment of the skills, competences and qualification of IT professionals supported by solid schemes and data.
Academia and research has frequently paid little attention to this very relevant field of human and organizational factors which is the basis of many other subdisciplines in IT and computing. However, industry, society and policy makers are frequently missing the contribution of solid research work with pragmatic approaches which might help to better manage the demand and the development of talent for IT. The work of academia and research might provide clarifying insights and information amidst the overload and bias of information coming from sources with weak data and methodology foundations. This contribution is especially relevant for abating unrealistic visions of the role of modern education and training in the development of e-competences and the study of labor market with contemporary methods working with big data and information analytics.
Track topics include (but are not limited to):
- Skills and competence frameworks and classifications in practice (e.g. EN16234, ESCO, etc.).
- Experiences in linking qualification, certification and assessment to competence frameworks.
- VET and Higher Education linked to IT professional career development and employability.
- Practical learning or development experiences of e-competences based on empirical data of assessment.
- Link of digital skills and competences to occupations and professional roles.
- Female talent in IT profession.
- Analysis of demand and supply of IT professionals and their competences in job market.
- Integration of IT professionalism competences and frameworks in education and training.
- Application of frameworks and classifications in organisational contexts (e.g. EN16234, ESCO, etc.): career development, catalogue of IT talent, recruitment, etc.
Track 2. Digital competence and skills
Digital transformation is here to stay in everybody’s agenda all over the Globe. The success of this process requires equipping workforce, managers, learners, teachers or mere citizens with the proper digital competences and skills to enable effective benefits of this digitization movement. The capability to leverage the potential of digital technologies is predominantly determined by the digital skills of the users. Studies have already identified the deficit of digital competences as a major barrier to improve productivity as well as to achieve inclusion and social benefits.
The concept of digital skills embrace a range of abilities to use digital devices, communication applications, and networks to access and manage information. They enable people to create and share digital content, communicate and collaborate, and solve problems for effective and creative self-fulfillment in life, learning, work, and social activities at large. The concept of digital competence refers to a proven ability to use knowledge, skills and attitudes, including personal, social and/or methodological abilities, in work or study situations and in professional and personal development to achieve observable results.
Although it is frequent to find contributions, studies, reports and analysis on digital skills and competence and its impact in businesses, productivity, employment and social development, academia and research world feels that more formal, technical and scientific approaches to the topic with solid empirical information are still rare and far from creating strong foundations for research.
Track topics include (but are not limited to):
- Skills and competence frameworks in practice (e.g. DigComp, etc.).
- Certifications like ICDL or others: benefits, application in practice, etc.
- Practical learning or development experiences of digital skills and competence based on empirical data of assessment.
- Link of digital skills and competence to occupations and professional roles, especially non IT ones and hybrid jobs.
- Analysis of demand of digital skills in job market.
- Integration of digital skills and competences in education and training.
- Assessment of digital skills for everybody.
- Assessment of digital skills at large scale (countries, regions, sectors, etc.).
- Prediction of future needs and the role of technical buzzwords.
- Self-perception, self-assessment and reality of digital skills: comparative studies.
- The role of myths and media in digital skills: digital natives, tech gurus, etc.
- Digital skills vs social, cultural or economic context.
- Impact of digital skills (teachers, students, etc.) on digital education and well being in digital education.
- Adaptation of training and education on digital skills to changes and evolution: AI, missinformation, etc.
Important dates
Deadline for submission of contributions: 16th September 2024.