PERCEIVED AND TESTED ELEMENTARY ICT COMPETENCIES IN HIGHER EDUCATION

In this article, we present the findings of an investigation of ICT skills of students of the University of Leuven in Belgium. The study extends an earlier educational project within the university association, aiming to enrich students' ICT competencies and ICT behaviour. The research is also endorsed by ICT lecturers who observed that, despite the digital age we live in, students' ICT proficiencies do not always meet the required level, certainly not in the arts and humanities curriculum. Using newly developed, multi-dimensional scales, and a sample of 195 higher education students, the study reveals rather low scores on a multiple choice ICT-related test, but considerably significant relationships between students' perceived ICT competencies and the test results. Overall, the findings show almost no gender differences, but a strong bachelor-master effect. More experienced ICT users also perform better on the test. A statistical ranking analysis reveals a balance in over-and underestimation of individuals' self-reported abilities. In this respect, no gender or bachelor-master pattern could be detected. The findings confirm the usability of the self-developed scales and point to certain knowledge gaps. Future research could target students outside the arts and humanities curriculum and students with a different cultural background.