Exploring digital competence and its relationship with problem-solving self-efficacy in undergraduate students

Purpose This study explores the relationship between digital competence—encompassing cognitive, social-emotional, and technological components—and problem-solving self-efficacy among undergraduates, with a focus on regional disparities. Design/methodology/approach A sample of 303 Vietnamese students participated in a survey, with informed consent emphasizing voluntary participation. Findings Students from more advantaged regions exhibited slightly higher digital competence levels compared to their less advantaged peers, though the differences were not statistically significant. In contrast, significant regional disparities were observed in problem-solving self-efficacy, with rural students scoring notably lower than those in urban areas. A positive association was identified between digital competence and problem-solving self-efficacy, but this relationship varied regionally. Among rural students, higher technological competence was unexpectedly linked to lower problem-solving self-efficacy. Originality/value This study challenges the assumption that digital competence universally enhances problem-solving self-efficacy. It highlights rural students' adaptability in leveraging alternative strategies and underscores the importance of tailored educational approaches to bridge regional gaps, offering valuable insights for educators and policymakers.