The Functioning of Students’ Digital Intelligence Competencies. Pilot Studies Conducted at the Preschool and Early School Pedagogy Program at the University of Rzeszów

Abstract

This article presents the topic of digital intelligence (DQ) competencies, defined as the high-est level of evolution in the ability to function in the technological world. Digital intelligence goes beyond technical proficiency to encompass cognitive and ethical domains, which are essential for responsible participation in digital culture. The article provides a detailed description of the key components of these competencies, such as critical data analysis, critical thinking, creativity in content creation, digital communication, and digital identity management. A key element of the study is the author’s own research conducted among students of preschool and early childhood education. Statistical analysis showed that the professional status of the respondents (employed vs. unemployed) did not significantly differentiate their level of digital intelligence competencies. The results suggest that these skills are developed through daily participation in the digital environment rather than through professional experience. The article emphasizes the role of critical thinking as a shield protecting users from information noise and online manipulation.