THE DIGITAL COMPETENCIES OF TEACHERS IN YOUTH AND ADULT EDUCATION – EJA

Abstract

ABSTRACT: This research focuses on the digital competencies of Youth and Adult Education (EJA) teachers. It aims to determine the digital competency levels of EJA teachers in two public schools located in the municipality of Caririaçu, Ceará. It also reinforces understanding of how these competencies impact pedagogical practice and teacher training. Thus, the research aims to determine (5) competency levels: digital information and communication, digital content creation, digital security, and digital problem-solving. Based on these competency levels, the problem is revealed based on these competency levels assigned to EJA teachers. The central research question is based on the EJA teacher's perspective: How prepared are educators to integrate digital technologies into their pedagogical practices, and what are the barriers to adopting these tools? Thus, the problem is outlined by the need to investigate these teachers' perceptions of their own competency demands related to the "digital levels" aspect. However, the approach is useful, as it requires that underdeveloped and underdeveloped areas become successful, ensuring ongoing training and ensuring that students at these two schools receive an equally digital education. This creates the "hot button" effect, as the digital competency levels of both need to be revealed, while the different digital competency levels of these EJA teachers strongly map to the ends and means: who teaches and who is taught, since the digital repertoire invites the achievement of an education mapped to more accurate technical competencies in the teaching process as a whole. The methodological framework involves bibliographic research, where the general problem is to determine the digital competency levels of EJA teachers. Therefore, the research also aligns with the general and specific objectives of a qualitative and quantitative approach for a population of 11 teachers. That is, 5 are from São Pedro State School (E.E.M.T.I.) and 6 are from E.E.F. Paulo Barbosa Leite (Municipal Network), all are on the State's permanent staff, holding undergraduate, specialization, and master's degrees. Both are located in the municipality of Caririaçu, Ceará, in 2024. This research is based on a descriptive and exploratory approach, as the methodological, empirical, and theoretical approaches intertwine for the levels of digital competencies: information, communication, content creation, security, and digital problem-solving. Based on these five dimensions, the results were refined and collected based on the five digital competencies of EJA teachers, aligning them with the five levels: no level, basic, intermediate, advanced, and specialized. Data collection was carried out through a questionnaire administered on Google Forms and a non-participant observation form administered in the classroom. Both studies were aimed at EJA teachers, aiming to uncover the content of planning and the form of pedagogical practice within the (5) competency dimensions applicable at each level corresponding to the problem's scope and relating them to the identified objectives. The results show that many educators still face difficulties integrating digital tools into their pedagogical practices, requiring ongoing training to apply digital tools in the classroom and acquire appropriate levels of digital competency. The research reveals gaps in the digital skills of EJA teachers; however, adopting new training and collaboration strategies in this regard will only ensure that all students have equitable access to digital technologies, thus promoting a more effective and inclusive education. Therefore, determining teachers' digital competency levels will facilitate curriculum planning, its practical utility, and increase educators' ability to effectively integrate digital technologies into their pedagogical strategies. Still, there are significant implications for teacher training, such as the need to rethink pedagogical practices and invest in continuous professional development programs focused on the safe, ethical, and effective use of digital tools. From this perspective, it is crucial that training programs focus on practice, promoting the integration of theory and practice. Providing teachers with the tools and resources necessary to overcome the challenges of the digital age is a step toward digital competencies for the EJA audience and knowing how to act responsibly. Educational policies must support this transformation, ensuring equitable access to continuous training and the necessary technological support for all. 

s teachers. It is concluded that there is a significant gap in teachers' digital skills, requiring ongoing training to improve planning and classroom practice. On the other hand, the ongoing training offered to teachers proves insufficient to meet the demands of the digital age, as it is limited to familiar areas such as slides, videos, etc. It is pointed out that only with significant investments in training, infrastructure, and public policies will it be possible to guarantee quality and inclusive education for all EJA students, regardless of their socioeconomic background. Another key point in this work is the official discourse on digital inclusion in education, where, according to Law No. 14,533 of January 11, 2023, the National Digital Education Policy (PNED) was established in Brazil. This policy should structure and articulate programs, projects, and actions focused on access to technologies and digital practices, as the empirical reality is completely different from what is stated in the PNED. Furthermore, it highlights the need for more sophisticated assessment tools and the need for a more in-depth analysis of teacher training, one that considers not only technical knowledge but also differentiated pedagogical attitudes and practices. Finally, ongoing training, access to technological resources, and the effective integration of technology into the teaching process for the EJA (Youth and Adult Education) audience are essential factors for preparing teachers and students for the challenges of the 21st century.