Exploring Self-Perceived Digital Competence among Foreign Language Students at a Vietnamese University

Abstract

This study investigates foreign language students’ self-perceived digital competence at a Vietnamese university, based on the six-domain structure of the national Digital Competence Framework. A total of 126 students participated in the survey, which measured competencies in information literacy, communication, digital content creation, digital safety, digital problem solving, and responsible use of artificial intelligence (AI). The findings indicate high levels of perceived competence, particularly in information and data literacy, and digital communication and collaboration. However, lower confidence was reported in areas such as screen time management, copyright understanding, and AI content evaluation. Comparative analysis showed no significant differences across gender, year of study, or faculty, but urban students reported significantly higher competence than rural students in several domains. These results highlight the need for targeted interventions to promote digital inclusion and suggest integrating ethical, critical, and AI-related digital skills into foreign language education.