Evaluation of Digital Skills Development Policies with the Examples of Netherlands, Sweden, and Germany

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dc.contributor.authorKoca, Didem
dc.date.accessioned2024-11-07T13:15:57Z
dc.date.available2024-11-07T13:15:57Z
dc.date.issued2023
dc.departmentNiğde Ömer Halisdemir Üniversitesi
dc.description.abstractDespite no consensus on its definition in the literature, digitalization - essentially coined thanks to the widespread integration of digital technologies into everyday life - is likely to bring diverse impacts to each country. The inevitability of digital technologies in contemporary daily life forces almost every country to design different strategies to encourage its citizens to adopt digital skills. In this sense, the present study aims to draw attention to the increasing demand for digital skills with digital transformation processes in selected countries and scrutinize these countries’ digitalization-specific policies and strategies. Accordingly, this case study focuses on three digitally competent European countries - the Netherlands, Sweden, and Germany - regarding their digital transformation processes and practices, strategies, and fundamental policies for improving their citizens’ digital skills. In this regard, we can assert that each country bears different digital strengths. While Sweden has an advanced digital economy and has rapidly started to transition to an efficient knowledge economy, Germany has a relatively high supply of digital skills to satisfy the increased demand by an innovation-oriented industry. The Netherlands, on the other hand, shines out by ranking first in Europe as about 80% of its population aged 16 to 74 years adopt digital skills. This study synthesized several strategies and objectives by using exemplary examples from different countries in the realm of digital skills development. In general, this research suggests that the achievement of digitalization success is contingent upon establishing social acceptance of digital transformation and embracing human-centric approaches throughout the process.
dc.identifier.doi10.15869/itobiad.1335724
dc.identifier.endpage2322
dc.identifier.issn2147-1185
dc.identifier.issue4
dc.identifier.startpage2296
dc.identifier.trdizinid1241158
dc.identifier.urihttps://doi.org/10.15869/itobiad.1335724
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1241158
dc.identifier.urihttps://hdl.handle.net/11480/11971
dc.identifier.volume12
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofİnsan ve Toplum Bilimleri Araştırmaları Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_20241107
dc.subjectEğitim
dc.subjectEğitim Araştırmaları
dc.subjectSosyoloji
dc.subjectEducation
dc.subjectDigital Transformation
dc.subjectWorkforce
dc.subjectDigital Skills
dc.titleEvaluation of Digital Skills Development Policies with the Examples of Netherlands, Sweden, and Germany
dc.typeArticle

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