Developing and Exploratorily Validating a Digital Competence Framework for University Lecturers: Development in the Context of Digital Transformation in Ho Chi Minh City
DOI:
https://doi.org/10.59394/JSM.153Keywords:
Digital competence, university lecturers, artificial intelligence, digital transformation, exploratory factor analysisAbstract
This study develops and provides initial exploratory evidence for a 25-item digital competence instrument for university lecturers and describes self-perceived competence among 350 lecturers at five public higher education institutions in Ho Chi Minh City. The instrument covers six domains and was developed by mapping Viet Nam’s National Digital Competence Framework against DigCompEdu, UNESCO ICT-CFT, DigComp 2.2, and the AI Competency Framework for Teachers. Content validity was reviewed by 15 experts, followed by a pilot survey of 30 lecturers. In the main sample, exploratory factor analysis using principal axis factoring and Oblimin rotation supported a six-factor solution; domain reliability ranged from α = .810-.872 and ω = .811-.872. General digital skills had the highest domain mean (M = 4.10, SD = 0.69), whereas AI in teaching and professional development had the lowest mean and greatest dispersion (M = 3.41, SD = 0.82). The findings provide initial exploratory support for the proposed structure and identify priorities for professional development; they do not establish a confirmed measurement model or actual performance competence.
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