Digital Readiness for Technology-Enhanced Undergraduate Research

As undergraduate research increasingly relies on digital databases, analytical software, and artificial intelligence (AI)-enabled technologies, research learning is potentially mediated through digital infrastructures that enable students to engage in knowledge construction. However, disparities in technological access and institutional support may constrain these learning opportunities. Guided by van Dijk’s digital divide model and Ragnedda’s concept of digital capital, this study employed interpretative phenomenological analysis (IPA) to examine how undergraduate students experienced digital readiness during the research process. Data were generated through three rounds of in-depth interviews with each of the eight undergraduate researchers at a Vietnamese public university. Analysis revealed that limited access to scholarly databases and research software usually restricted students’ engagement with technology-enhanced research learning. In addition, the absence of clear institutional policies and guidance regarding AI technologies potentially generated uncertainty about acceptable AI practices and contributed to uneven development of students’ digital competencies. These technological constraints influenced many students’ academic self-efficacy and reduced their ability to transform digital resources into meaningful learning and research outcomes. The effectiveness of technology-supported undergraduate research might depend not only on the availability of digital tools but also on equitable access, AI literacy development, and institutional support structures. The study contributes to the field of technologies in learning by demonstrating how digital infrastructure and technology governance may shape students’ participation in research-based learning. Implications are offered for the design of inclusive technology-enabled learning environments that support equitable undergraduate research engagement.