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VOL. 8, ISSUE 2 (2026)
AI literacy and digital competence among university students: Evidence from Vietnam
Authors
Bui Kim Tu
Abstract
This study investigates the intersection of AI
Literacy and Digital Competence among university students in Vietnam, employing
the European DigComp 2.2 framework as a theoretical foundation. Utilizing a
quantitative approach with a valid sample of 412 students, the research
evaluates the current state of digital readiness through reliability analysis,
Exploratory Factor Analysis (EFA), and One-way ANOVA. The findings reveal a
significant competence paradox: while students exhibit high technical proficiency
in AI tool usage (M = 4.15), their scores for critical evaluation and ethical
awareness remain notably lower (M = 2.75). The ANOVA results (F(3, 408) =
12.425, p < 0.001) indicate that AI literacy significantly improves as
students progress toward their senior years, particularly during the transition
into major-specific curricula, although a plateau effect is observed between
the junior and senior levels. These results suggest that Vietnamese higher
education must shift from teaching basic ICT skills to fostering AI-Integrated
Thinking. The study provides crucial implications for educators and
policymakers in Vietnam to redesign curricula that balance technical mastery
with algorithmic accountability and ethical integrity, thereby ensuring a
future-ready digital workforce.
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Pages:74-77
How to cite this article:
Bui Kim Tu "AI literacy and digital competence among university students: Evidence from Vietnam". International Journal of Management and Economics, Vol 8, Issue 2, 2026, Pages 74-77
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