Digital Intelligence (DQ) through a Growth Mindset Approach: Perspectives of Economics Students
DOI:
https://doi.org/10.15170/MM.2025.59.KSZ.01.02Keywords:
Digital Intelligence (DQ), Growth Mindset, Q-Methodology, Higher Education, Digital Skills DevelopmentAbstract
THE AIM OF THE PAPER
Digital literacy and adaptability are essential in global competition, with education key to mastering evolving technology. This study aims to explore the diverse perspectives underlying students’ levels of digital intelligence (DQ) in connection with a growth mindset, identifying driving and inhibiting forces as well as attitudinal differences influencing their developmental perspectives.
METHODOLOGY
The research applied Q-methodology with targeted sampling (46 participants) to examine university students’ perspectives, focusing on the transition between higher education and the professional world. Open-ended questions were analyzed using narrative methods, organizing students’ free-text opinions through an inductive approach.
MOST IMPORTANT RESULTS
Students’ growth mindset-related beliefs about DQ were grouped into three perspectives: (1) social ethical and digital empathy perspective, (2) digital security and emotional intelligence perspective, and (3) technological literacy and legal awareness perspective.. Key drivers included education, professional support, and fostering awareness alongside the practical applicability of DQ. Inhibitors included low motivation, skepticism about the necessity of development, resistance to external pressure, and the challenges posed by time and resource constraints. Positively inclined students emphasized development opportunities, competitive advantages, influence, and adaptability, while negatively inclined ones highlighted fears of competence erosion, job insecurity, and an uncertain future.
RECOMMENDATIONS
The findings underscore the need for educational institutions to prepare students not only with technical skills but also for managing technological changes, providing opportunities for educators to transform curricula. The study also sheds light on the psychological and behavioral aspects of digital learning, contributing to a deeper understanding of the intersection between DQ and a growth mindset.
References
Abd–Elhafiez, W. M., & Amin, H. H. (2021), “The digital transformation effects in distance edu cation in light of the epidemics (COVID-19) in Egypt”, Information Sciences Letters, 10(1), 141-152. http://dx.doi.org/10.18576/isl/100116
Aldamen, H., Alkhateeb, H., Kercher, K., Duncan, K., & Hollindale, J. (2021), “Core competencies for the global workplace: A cross-cultural and skill-based simulation project in accounting”, Accounting Education, 30(4), 385–412. https:// doi.org/10.1080/09639284.2021.1906719
Atwal, A., & Caldwell, K. (2005), “Do all health and social care professionals interact equally: a study of interactions in multidisciplinary teams in the United Kingdom”, Scandinavian Journal of Caring Sciences, 19(3), 268-273. https://doi. org/10.1111/j.1471-6712.2005.00338.x
Banghart, S., Etter, M., & Stohl, C. (2018), “Organizational boundary regulation through social media policies”, Management Communication Quarterly, 32(3), 337-373. https://journals.lib.pte.hu/index.php/mm/formai
Bisri, A., Putri, A., & Rosmansyah, Y. (2023), “A systematic literature review on digital transfor mation in higher education: revealing key suc cess factors”, International Journal of Emerging Technologies in Learning (Online), 18(14), 164. https://doi.org/10.3991/ijet.v18i14.40201
Bogdány, E., Cserháti, G., & Raffay-Danyi, Á. (2023), “A proposed methodology for mapping and ranking competencies that HRM gra duates need”, The International Journal of Management Education, 21(2) 100789. https:// doi.org/10.1016/j.ijme.2023.100789
Cameron, F., & Brownie, S. (2010), “Enhancing resilience in registered aged care nurses”, Australas Journal of Ageing, 29, 66–71. https:// doi.org/10.1111/j.1741-6612.2009.00416.x
Cismaru, D.-M., Gazzola, P., Ciochina, R. S., & Leovaridis, C. (2018), “The rise of digital intelli gence: challenges for public relations education and practices”, Kybernetes, 47(10),1924–1940. https://doi.org/ 10.1108/k-03-2018-0145.
Conley, C., & Rauth, I. (2020), The emergence of long life learning, Modern Elder Academy White Paper.
Dostal, J., Wang, X., Steingartner, W., & Nuangchalerm, ´ P. (2017), “Digital intelligen ce - new concept in context of future of school education”, In: ICERI2017 Proceedings, 10th annual International Conference of Education, Research and Innovation, IATED, 3706–3712.. https://doi.org/10.21125/iceri.2017.0997
Dweck, C. S. (2000), Self-theories: Their role in motivation, personality and development, Psychology Press, New York. https://doi. org/10.4324/9781315783048
Dweck, C. S. (2008). Mindset: The new psychology of success, New York: Random House.
Gyenes, A. (2021), “Student perceptions of critical thinking in EMI programs at Japanese universiti es: A Q-methodology study”, Journal of English for Academic Purposes, 54,101053, https://doi. org/ 10.1016/j.jeap.2021.101053
Gutiérrez Porlán, I., & Serrano Sánchez, J.L. (2016). Evaluation and development of digital competence in future primary school teachers at the University of Murcia. Journal of New Approaches in Educational Research, 5, 51–56. https://doi.org/10.7821/naer.2016.1.152
Jarjabka, Á., Sipos, N., & Kuráth, G. (2024), “Quo vadis higher education? Post-pandemic success digital competencies of the higher educators – a Hungarian university case and actions”, Humanities and Social Sciences Communications, 11, 1-11. https://doi. org/10.1057/s41599-024-02809-9
Loble, L, Creenaune, T., & Hayes, J (eds.) (2017), Future frontiers: education for an AI world, Melbourne University Press in association with NSW Department of Education, Melbourne, https://education.nsw.gov.au/teaching-and-lear ning/education-for-a-changing-world/future frontiers---education-for-an-ai-world-e-book (Letöltve: 2025. 01. 06.)
Martzoukou, K., Fulton, C., Kostagiolas, P., & Lavranos, C. (2020), “A study of higher educa tion students’ self-perceived digital competences for learning and everyday life online participa tion”, Journal of Documentation, 76(6), 1413 1458. https://doi.org/10.1108/JD-03-2020-0041
Morea, N. (2022), “Investigating change in sub jectivity: The analysis of Q-sorts in longitu dinal research”, Research Methods in Applied Linguistics, 1(3), 1413-1458. https://doi.or g/10.1016/j.rmal.2022.100025
Park, Y. (ed.) (2023), DQ Global Standards Microcredentials (GSM): A global interoperable codification of digital skills for AI and sustaina bility, DQ Institute. Park, Y., & Gentile, D. (2019), DQ global standards report 2019: Common framework for digital li teracy, skills and readiness, DQ Institute.
Ramlo, S. (2024), “Non-statistical, substantive ge neralization: lessons from Q methodology”, International Journal of Research & method in Education, 47(1), 65-78. https://doi.or g/10.1080/1743727X.2023.2173735
Redep, N. B. (2021), Comparative overview of the digital preparedness of education systems in se lected CEE countries, Center for Policy Studies, CEU Democracy Institute. Santos, C., Mehrsai, A., Barros, A. C., Araújo, M., & Ares, E. (2017), “Towards Industry 4.0: an overview of European strategic roadmaps”, Procedia manufacturing, 13, 972-979. https:// doi.org/10.1016/j.promfg.2017.09.093
Sharma, R., Fantin, A. R., Prabhu, N., Guan C., & Dattakumar, A. (2016), “Digital literacy and knowledge societies: A grounded theo ry investigation of sustainable development” Telecommunications Policy, 40(7), 628-643. https://doi.org/10.1016/j.telpol.2016.05.003
Solberg, E., Traavik, L. E., & Wong, S. I. (2020), “Digital mindsets: Recognizing and leveraging individual beliefs for digital transformation”, California Management Review, 62(4), 105 124. https://doi.org/10.1177/0008125620931
Thomas, D. R., Lin, J., Gatz, E., Gurung, A., Gupta, S., Norberg, K., Fancsali, S.E., Aleven, V., Branstetter, L., Brunskill, E., & Koedinger, K. R. (2024), “Improving student learning with hy brid human-AI tutoring: A three-study quasi-ex perimental investigation”, In The 14th Learning Analytics and Knowledge Conference (LAK ’24), March 18–22, 2024, Kyoto, 404-415, htt ps://doi.org/10.1145/3636555.3636896
Trenerry, B., Chng, S., Wang, Y., Suhaila, Z. S., Lim, S. S., Lu, H. Y., & Oh, P. H. (2021), “Preparing workplaces for digital transformation: An in tegrative review and framework of multi-level factors”, Frontiers in Psychology, 12, 620766. https://doi.org/10.3389/fpsyg.2021.620766
Tóthné T. T., & Hlédik E. (2018), „Kompetenciaelvárások értelmezése egy mély interjús kutatás eredményei alapján”, Marketing & Menedzsment, 52(2), 59-68.
Vuorikari, R., Kluzer, S., & Punie, Y. (2022), DigComp 2.2: The digital competence framework for citizens. EUR 31006 EN, Publications Office of the European Union, Luxembourg, https:// doi.org/10.2760/115376, JRC128415.
Watts, S., & Stenner, P. (2012), Doing Q methodolo gical research: Theory, method & interpretation. Sage, Los Angeles
Zarrinabadi, N., Rezazadeh, M., Karimi, M., & Lou, N. M. (2022), “Why do growth mindsets make you feel better about learning and your selves? The mediating role of adaptability”, Innovation in Language Learning and Teaching, 16(3), 249-264. https://doi.org/10.1080/17501229.202 1.1962888
Zhang, Y., & Farooq, Q. (2021), “Accounting re form of higher education: A social and manage rial analysis in the era of digital intelligence”, Frontiers in Management and Business, 2(1), 95 100. https://doi.org/10.25082/FMB.2021.01.004
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 The Hungarian Journal of Marketing and Management
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
