Assessing Digital Competencies and Readiness Among Vietnamese Educators: A Cross-Sectional Study

Abstract

Digital transformation in education is an important process that requires educators to develop new knowledge, skills, and attitudes. This study aimed to assess the current awareness, digital competence, training practices, and implementation of digital transformation tasks among managers, teachers, and lecturers in Binh Dinh Province, Vietnam. A descriptive research design with a quantitative approach was used. The sample included 290 educators selected through purposive sampling. Data were collected with a structured questionnaire and analyzed using descriptive statistics. The results showed that awareness of the concept of digital transformation was moderate, with 48.28% of participants reporting a moderate level of understanding and a mean score of 3.24. However, understanding of the practical application and impact was lower, with a mean of 2.07 for understanding and applying digital technologies. Regarding digital competence, educators demonstrated higher skills in using computers and technological devices (M = 3.01) and educational software (M = 2.93). Skills in information security and data safety were weaker, with the lowest mean score of 2.51. Training activities were implemented at a moderate level, with organizing workshops and training sessions receiving the highest mean score (M = 2.52), while providing regular support and materials had a lower mean (M = 2.04). The study also found that developing programs to guide learners had the highest implementation (M = 2.87), but guiding students on information safety and digital ethics was less developed (M = 2.40). These findings suggest that while efforts to support digital transformation have started, more actions are needed to improve digital skills, awareness, and institutional support. The study offers important insights for policymakers and educators to design effective training and strategies for digital transformation.