The development of a society depends on the digital skills of the people. Eight levels of proficiency with respect to the digital skills are defined in DigComp framework (the highest levels of proficiency are Levels 7 and 8). Level 8 means, in particular, that a person can independently generate digital content for the solution of complex problems which may include several factors. The authors are currently participating in the project supported by the European Recovery and Resilience Facility plan, project No. 2.3.1.1.i.0/1/22/I/CFLA/003 “Highly specialized digital skills in high-performance computing”. One of the requirements of the project is to ensure that during the course students will be able to generate digital content independently in accordance with DigComp 7 or 8 proficiency levels. To achieve this goal, several digital tools are used in the course on numerical methods given at the Riga Technical University (RTU). The authors wrote a textbook published by RTU Publishing house. The book contains many practical exercises including solved problems with Matlab scripts and detailed analysis of the results as well as large number of exercises to practice at home (with answers). The authors have prepared many tests in multiple choice format using H5P tool in Moodle. These tests are interactive and can be used by students as the training tool before online tests. Video lectures are recorded in advance at RTU Media center. Thus, students can study the material at home at their own pace. Students are asked to watch the video lecture fragments before each class so that the professor can concentrate on other things during the lecture in classroom. Presentations in PowerPoint format that contain brief description of the algorithm, its implementation in Matlab with comments and discussion of the results are prepared for each lab session together with Matlab m-file containing Matlab scripts for all problems. Three online tests are given during the semester. The tests are performed in computer labs using desktop computers. We do not ask to provide the final answer, but to present intermediate results of the calculations with the specified numerical method (to prevent cheating). In addition to online tests students are asked to solve one problem that corresponds to proficiency levels 7 or 8 in accordance with DigComp framework. This is one of the challenging parts of the course.

We propose two types of problems to students:
(1) analysis of stability of a mechanical system described by two ordinary differential equations and
(2) use of response surface methodology.

Students will also be informed on the possibility to connect to High Performance Computer Center (HPC) of RTU to solve large scale problems. All students are given very detailed instructions on how to perform the task:
(a) connect to HPC,
(b) load Matlab script on the server,
(c) start Matlab on HPC,
(c) perform calculations,
(d) upload the results on their computer.

Each student has to do it once during the semester. We think that this exercise also contributes considerably to the development of digital skills and broadens students’ knowledge on how complex problems that require extensive computations can be solved nowadays. The format of the final exam is similar to the format of the online tests. Final exam problems are also solved using a certain numerical algorithm where intermediate results of the calculations are required.

Keywords: Digital skills, STEM education, DigComp framework.