Measuring Digital Competence for EFL Education in Vietnam

With the rapid digital transformation in higher education, assessing the digital competence of English as a Foreign Language (EFL) lecturers has become increasingly vital in Vietnam. Building on national initiatives such as the National Digital Transformation Program (2020–2025) and the National Foreign Language Project 2020, this study investigates how lecturers integrate digital tools into language teaching in online and hybrid environments. Using a Vietnamese-adapted version of the DigiCompEdu framework, the research surveyed 200 EFL instructors across seven universities in Ho Chi Minh City, combining quantitative self-assessment with qualitative case-based validation. Findings reveal that lecturers demonstrate moderate competence in “Professional Engagement” and “Teaching and Learning,” but significant weaknesses remain in “Assessment” and “Empowering Learners.” Those holding formal ICT certifications consistently outperformed non-certified counterparts, with statistical analysis confirming a large effect size. Correlations among competence areas suggest that professional engagement and access to digital resources strongly predict effective teaching practices. Qualitative data highlight the transformative use of language-specific technologies—such as AI-driven pronunciation tools, mobile-based platforms, and virtual reality applications—in fostering learner autonomy and improving pragmatic competence. However, infrastructural constraints, uneven professional development opportunities, and reliance on self-assessment limit the uniform adoption of digital tools across institutions. The study concludes that targeted technology-enhanced continuous professional development (TCPD) programs, mandatory ICT certification, and infrastructure investment are crucial for enhancing lecturers’ digital competence. By adapting the DigiCompEdu framework to the Vietnamese context, the research contributes to global discourse on digital education while offering actionable recommendations for policymakers and universities. Ultimately, the study underscores the need for context-sensitive strategies to integrate technology into language pedagogy, ensuring that Vietnamese EFL lecturers are equipped to meet the demands of 21st-century language education.