Developing "Digital Barometer" : A Tool for Recognizing the Level of Digital Skills
Thapa Magar, Sabita (2025)
2025
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2025121938538
https://urn.fi/URN:NBN:fi:amk-2025121938538
Tiivistelmä
The thesis addressed a gap that is critical at Metropolia Business School (MBS): the absence of a systematic approach to determining the level of digital skills of its growing population of business undergraduate students, in this study, coming specifically from Nepal. Such students have been noticed to have difficulty getting settled, which has affected their academic results and professional readiness. The objective of this thesis is to come up with the Digital Skills Barometer, a diagnostic instrument to recognize the levels of digital skill at the onset of studies and guide institutional assistance.
The study employed applied action research with three data collection rounds, mainly coming from internal interviews, and then co-creation of the intervention with key stakeholders, followed by a small-scale testing of the tools with the students. The theoretical framework is based on the DigComp 2.2 framework and best practices in digital competence assessment. The current state analysis identified the gaps in students´ digital skills, and the wish to have a more systematic assessment. The gaps in skills (specifically in navigating equipment and school platforms, usage of formal digital communication, and creating content), as discovered, may lead to academic failures, if stay unaddressed.
The main outcome of this thesis is the Digital Barometer, a solution focusing on recognizing the levels of digital skills. It is based on the five competence domains of DigComp 2.2, a proven EU-approach with assisting, non-judgmental assessment. The tool includes obligatory, task-specific items (e.g., question related to the use of platform and proficiency with specific IT tools) and recognizing the level of digital skills based on either 10-point scale or multiple-choice-based questions. The tool was tested with a small group of Nepalese students and reviewed with the senior MBS lecturers. Feedback was used to further refine the tool. The introduction of the Digital Skills Barometer will ensure that MBS has a data-driven, systematic approach that allows early detection of digital skill deficiencies, and planning a timely and focused help.
The study employed applied action research with three data collection rounds, mainly coming from internal interviews, and then co-creation of the intervention with key stakeholders, followed by a small-scale testing of the tools with the students. The theoretical framework is based on the DigComp 2.2 framework and best practices in digital competence assessment. The current state analysis identified the gaps in students´ digital skills, and the wish to have a more systematic assessment. The gaps in skills (specifically in navigating equipment and school platforms, usage of formal digital communication, and creating content), as discovered, may lead to academic failures, if stay unaddressed.
The main outcome of this thesis is the Digital Barometer, a solution focusing on recognizing the levels of digital skills. It is based on the five competence domains of DigComp 2.2, a proven EU-approach with assisting, non-judgmental assessment. The tool includes obligatory, task-specific items (e.g., question related to the use of platform and proficiency with specific IT tools) and recognizing the level of digital skills based on either 10-point scale or multiple-choice-based questions. The tool was tested with a small group of Nepalese students and reviewed with the senior MBS lecturers. Feedback was used to further refine the tool. The introduction of the Digital Skills Barometer will ensure that MBS has a data-driven, systematic approach that allows early detection of digital skill deficiencies, and planning a timely and focused help.