Developing digital competence and technology use habits for workforce readiness: an extended UTAUT2 study in vocational education

Purpose This study examines how digital competence belief (DCB) shapes students' technology adoption and habitual use as foundational skills for future workforce readiness. By extending the unified theory of acceptance and use of technology 2 (UTAUT2), this study responds to growing demands for digitally competent graduates capable of engaging with emerging workplace technologies, including emerging digital learning technologies. Design/methodology/approach A cross-sectional survey was conducted with 668 students from academic and vocational secondary institutions in Indonesia, representing pre-employment educational pathways. Data were analysed using partial least squares structural equation modelling (PLS-SEM), comparing the original UTAUT2 model with an extended model incorporating DCB as an antecedent. The moderating effects of school type (vocational vs academic) and gender were also tested. Findings Digital competence belief strongly predicted performance expectancy, effort expectancy and habit, but did not directly influence behavioural intention. Performance expectancy and effort expectancy were non-significant, whereas social influence, hedonic motivation, price value, and habit significantly predicted intention and use. Habit has emerged as the strongest determinant of sustained technology use. Moderation analysis showed stronger effects of digital competence and habits among vocational students. Gender effects were negligible, indicating broadly consistent relationships between male and female students. Practical implications The findings emphasise strengthening students' digital competence and cultivating positive technology-use routines. Vocational teachers should embed structured digital problem-solving and repeated practice with learning technologies. In academic settings, leveraging social support and enhancing enjoyment may help sustain engagement. These insights guide educators in aligning classroom strategies with drivers of student technology adoption. Originality/value This study advances UTAUT2 by positioning digital competence belief as an upstream driver of technology-use habits relevant to workforce preparation, offering new insights for skill development at the education–work interface.