Age and Digital Competence in Education 4.0: Why Supervisor Support Alone Is Not Enough?

This paper investigates the relationship between age and perceived competence of academic teachers, focusing on self-assessed work performance, digital skills, and supervisor support in the context of Education 4.0.The study employs a descriptive quantitative cross-sectional research method, surveying 224 academic teachers in Poland across diverse age groups.It addresses three research problems: the relationship between age and selfassessment of work performance, digital competence, and supervisor support.Using Dunn's test withBonferroni correction, the study found statistically significant differences between age groups across all self-assessment areas, rejecting the null hypotheses.This demonstrates a clear relationship between age and teachers' self-perception of work, digital skills, and student communication.The research concludes that age impacts university teachers' perception of their digital abilities and their supervisor support in online teaching.To explain these findings, the paper employs Bandura's self-efficacy theory [17], which emphasizes belief in one's ability to succeed, influencing motivation and performance.For academic teachers, higher self-efficacy relates to improved digital and communication skills.The study also draws on Bruner's constructivist learning theory [12], which posits that learners actively construct knowledge through experiences, and Mead's theory of prefigurative culture [11], which highlights challenges in acquiring digital competencies within a 'digital society.'Additionally, Davis's Technology Acceptance Model (TAM) [10] provides insight into how perceived usefulness and ease of use influence technology adoption among educators.These theoretical frameworks connect personal, behavioral, and environmental factors, particularly relevant for teachers aged 60 and above.The study underscores the need for comprehensive assessment tools and supportive institutional environments to enhance digital competence among senior teachers and develop soft skills for their younger colleagues, emphasizing the crucial role of digital literacy in modern education and calling for updated teacher training and professional development programs.