DIGITAL TEACHING COMPETENCE OF UNIVERSITY LECTURERS: A CASE STUDY  AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION

Tran Tuyen

Tran Tuyen	ttuyenqb@hcmute.edu.vn	Ho Chi Minh City University of Technology and Education No.01 Vo Van Ngan street, Thu Duc ward, Ho Chi Minh City, Vietnam

Summary:

This study examines the structure of lecturers’ digital teaching competence at Ho Chi Minh City University of Technology and Education. Recent studies report three gaps. They lack validated multidimensional measures. They show inconsistent links among competence components. They also give limited evidence on differences across personal characteristics. We conducted a cross-sectional survey of 200 lecturers from 16 academic units in Semester 1 of the 2025–2026 academic year. The instrument used a five-point Likert scale with five components: 1) Awareness and attitudes toward digital transformation; 2) Use of digital technologies in teaching; 3) Design and organization of digitally supported instruction; 4) Digital assessment competence; and 5) Professional support and collaboration. Statistical analyses produced mean scores from 3.5 to 3.7 on a 5.0 scale. These values describe the current level of digital teaching competence. Correlations among components were of moderate size. No meaningful differences appeared across personal characteristics. The findings offer practical value for training, faculty development, and quality assurance. They also support ongoing efforts to standardize a measurement framework for digital teaching competence in higher education.

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Keywords:

Digital teaching competence

digital transformation

higher education

TPACK

digital assessment.

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Journal:

No. 12, December 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

DIGITAL TEACHING COMPETENCE OF UNIVERSITY LECTURERS: A CASE STUDY AT HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY AND EDUCATION