Assessing digital literacy among Vietnamese university students: implications for educational management in the digital transformation era

Purpose This study aims to assess the current state of digital literacy (DL) among Vietnamese university students in the context of digital transformation. The findings provide a foundation for recommending strategies for higher education institutions and academic libraries to enhance students' DL. Design/methodology/approach The study employed a self-assessment survey with 1,154 students selected through convenience sampling combined with purposive elements. The measurement scale was developed based on UNESCO's Digital Literacy Framework (2018) and the Jisc Digital Capabilities Framework (2024). Data were analysed using descriptive statistics. Findings Results show that students' DL is at a high level, with the highest scores observed in basic skills such as device-software operation, information handling, and digital communication. More advanced skills – including digital content creation, digital learning skills, and career-related digital competencies – were rated lower. Male students reported higher scores in technical skills, whereas female students reported higher scores in creativity and learning-related skills. Students in Education and Pedagogy reported the highest levels of DL. Third-year students reported the highest DL scores. DL scores differed across daily Internet-use groups, but the pattern was not linear. Originality/value This study provides large-scale empirical evidence on DL among Vietnamese university students, integrating internationally recognised frameworks adapted to the local educational context. The findings highlight the multidimensional nature of DL and underscore the critical role of higher education institutions and academic libraries in fostering targeted digital skill development for students. Peer review The peer review history for this article is available at: Link to the website