Abstract:

Digital competence of faculty is pivotal for higher education institutions undergoing digital transformation, particularly in developing countries where financial and technological constraints persist. This study examines faculty digital competence at Dong Nai University (Vietnam) by re-mapping an existing dataset of 811 respondents to an adapted DigCompEdu framework. Five reconstructed domains were validated through reliability analysis (Cronbach’s α = 0.82–0.90) and exploratory factor analysis. ANOVA reveals statistically significant perception gaps among administrators, lecturers, and students, especially in the domains of digital pedagogy and data-informed assessment. Findings show that while lecturers demonstrate strong readiness for digital innovation, they lack systematic support in learning analytics, digital content creation, and data-driven teaching. Implications are proposed for faculty development, institutional digital transformation, and provincial-level higher education governance in Vietnam.

Keywords:

Digital competence, DigCompEdu, higher education, lecturers, digital transformation, Vietnam.