Digital Intelligence (DQ) as a Core Graduate Attribute in Higher Education

Abstract

The study aims to identify Digital Intelligence (DQ) as a core graduate attribute in higher education institutions. It measures the level of integration of DQ in the institutional learning outcomes in terms of digital citizenship, digital creativity, digital critical thinking, digital communication, and digital safety and security. It also tries to analyze the level of students’ DQ competency as perceived by students and faculty members. Purposive sampling is utilized in selecting the population and target sample size of the study, which comprised sixty-two (62) respondents only. Results show that the level of integration of DQ in institutional learning outcomes in terms of digital citizenship emphasizes responsible engagement of social media to promote academic policies, show that digital creativity encourages utilization of digital tools, show that digital critical thinking indicates students are being trained critically, show that digital information assesses capacity and ability to communicate effectively, and show that digital safety and security indicates policies are being promoted. On the other hand, the level of students’ DQ competency as perceived by students and faculty members in terms of digital citizenship competency shows that respondents are aware on regulations and digital laws, shows that digital creativity competency indicates that students can content and create digital independently to solve academic issues in solving digital tools, shows that digital critical thinking competency indicates that students are critically evaluated the online sources to demonstrate digital research and logical reasoning, shows that digital communication competency indicates that students utilize appropriate language, and shows that digital safety and security competency indicates that student understand the digital setting privacy.