Evaluating Digital Competence in Early Childhood Care and Education among Preschool Education Students

Lingling Wu

doi:10.63313/ESW.9172

Authors

Lingling Wu Batangas State University, The National Engineering University, Batangas City 4200, Philippines Author

DOI:

https://doi.org/10.63313/ESW.9172

Keywords:

Preschool Education Students, Digital Competence, Competency Evaluation, Vocational Education, Generative Artificial Intelligence

Abstract

This study develops a competency-based framework for evaluating how preschool education students use digital technologies in early childhood care and education. It addresses the emphasis on generic software operation, limited coverage of preschool work contexts, and insufficient attention to ethical issues raised by generative artificial intelligence. Policy document analysis, decomposition of representative kindergarten tasks, and course-objective mapping were used to align vocational education standards, teacher digital literacy requirements, kindergarten quality standards, and two technology courses. The framework contains five dimensions, 15 secondary indicators, and observable evidence covering digital ethics, resource development, care and education design, observation and family partnership, and human-AI collaboration. It also proposes a four-level performance rubric and continuous evidence collection across courses, projects, and workplace placement. Child-centered professional judgment, task authenticity, and traceable evidence take priority over isolated technical proficiency. Because the framework has not undergone large-sample validation, expert consultation, inter-rater analysis, and trials across vocational institutions are required.

References

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