Năng lực học tập tự chủ của sinh viên năm thứ nhất trong môi trường học tập số: Thực trạng và hàm ý giải pháp tại một số trường đại học ở Hà Nội

Tóm tắt

In the context of digital transformation in higher education, self-directed learning competence has become a core capability enabling students to adapt to flexible learning environments. This study examines the current state of first-year students’ self-directed learning competence in digital learning settings at several universities in Hanoi and proposes improvement measures. Data were collected from 468 students using a five-point Likert-scale questionnaire. Reliability and construct validity were tested using Cronbach’s Alpha and exploratory factor analysis (EFA), combined with descriptive statistics and ANOVA. The findings indicate that students’ self-directed learning competence is at a moderate-good level (Mean = 3.46/5). Components such as self-assessment, self-regulation, and time management scored relatively higher, while learning motivation (Mean = 3.13) and technology-use skills (Mean = 3.26) remain limited. Learning support conditions were rated highly (Mean = 4.04-4.21), revealing a notable gap between students’ awareness and their actual self-directed learning behaviors. These findings provide a basis for proposing solutions to narrow this gap and enhance self-directed learning competence in the context of digital transformation.