Đánh giá năng lực số của sinh viên Trường Đại học Tây Bắc và sự khác biệt theo các yếu tố nhân khẩu học

Tóm tắt

The study was conducted to meet the urgent need to standardize learners' digital competence under Circular 02/2025/TT-BGDĐT in the context of digital transformation in higher education. It aims to evaluate the current status and influencing factors, helping the university develop a digital competence training roadmap suitable to student characteristics. The research used a quantitative design, surveying 495 students with a reliable tool measuring five areas of digital competence based on the DigComp framework. The results showed that gender did not create a statistically significant difference (p > 0.05), while major and ethnicity were strong influencing factors. Pedagogical students had superior digital competence compared to non-pedagogy students across areas (p < 0.01). Notably, disparity was seen among ethnic groups: Kinh and Thai students showed significantly higher digital competence levels than Hmong students, especially in technical and creative skills. These findings confirm that digital competence can be fostered and developed through systematic training, aligning with the DigComp framework and international studies on digital competence in higher education. The gap between ethnic groups reflects barriers in technology access and socio-cultural contexts. This suggests the university should prioritize equipment support and build personalized training programs for first-year students and disadvantaged ethnic groups.