Digital competencies of information, digital literacy and communication and collaboration: flipped classroom strategy in a first response humanitarian institution

Abstract

Objective. Design, implementation, and evaluation of a training program in digital teaching competencies for first aid facilitators of the Costa Rican Red Cross in the areas of Information and Digital Literacy, and Communication and Collaboration. Methodology. Using the INTEF Framework (2017) as a theoretical basis, the Flipped Classroom methodology was implemented to achieve this purpose, with a participant-centered approach. A virtual learning environment (VLE) was designed based on the ADDIE instructional design model, which included learning strategies for reflection, development, and implementation of competencies using technological tools as objects for thinking about first aid. Results. A significant improvement in the digital teaching competencies perceived by the facilitators was identified at the end of the training process. Specific areas for improvement were identified, such as strengthening online collaboration skills, promoting the creation of original digital content, and closing relevant gender gaps in an increasingly technological environment. Conclusion. This study demonstrates that the training program has a positive impact on skills development, supporting its effectiveness