Developing Digital Competencies Among Higher Education Lecturers for the Industry 4.0:  A Case Study at Tan Trao University, Vietnam

Hoang Anh Dao and Tran Thao Nguyen

Abstract
In the context of the Fourth Industrial Revolution, digital transformation has become a key driver reshaping higher education, placing growing demands on university lecturers to effectively integrate digital tools into their teaching and professional practice. This study investigates the digital competencies of lecturers at Tan Trao University, Vietnam, using the DigCompEdu framework and the model proposed by Uerz et al. (2021). A structured questionnaire was administered to 154 full-time lecturers across diverse disciplines. Quantitative analysis, including descriptive statistics, T-tests, and ANOVA, was applied to assess competency levels and differences across demographic groups. The findings reveal generally high levels of self-perceived digital competence among lecturers, with significant variations by gender, age, academic qualification, field of teaching, and working position. Female lecturers scored higher in instructional design, while mid-career lecturers and PhD holders exhibited greater confidence in digital education design and professional engagement. Leadership positions were associated with higher digital literacy. The study underscores the need for stratified digital training, targeted policies, and supportive infrastructure to bridge competency gaps and enhance faculty readiness for digital transformation. These findings offer empirical insights and practical recommendations for policymakers, higher education institutions (HEIs) and individual lecturers aiming to strengthen digital competencies in Vietnam and similar contexts.

Keywords
Digital competencies, Lecturers, Higher education, Industry 4.0, Tan Trao University