Student Competence of Blended Learning Involvement in Tertiary Education: Evidence in a University of Education in Vietnam

Abstract

Digital transformation in tertiary education requires the systematic integration of student digital competence into training curricula, particularly withing teacher education institutions. As the first-ranking university in Vietnam in the field of teacher training, Hanoi National University of Education (HNUE) plays a pivotal role in shaping future teachers’ readiness for blended and technology-enhanced learning environments. This study examines the role of student digital competence within the tertiary curriculum framework, emphasizing its contribution to sustainable blended learning implementation. A structured questionnaire using a 5-point Likert scale was administered to 340 students, and in-depth interviews with 22 students across three disciplinary groups. The measurement model comprised three domains: (i) adaptability to technological devices in blended learning, (ii) individualized blended learning planning, and (iii) problem-solving in blended learning contexts. The results indicate that students demonstrated relatively high levels of technological adaptability (M=3.89), the moderate levels of individualized planning (M=3.68) and problem-solving competence (M=3.64). Strong positive correlations were identified among the three domains (r > .70, p < .001), confirming the independence of digital competence dimensions. However, qualitative findings revealed limitations in proactive learning planning and deeper critical problem-solving engagement. The study recommends embedding structured digital competence development explicitly into tertiary curricula, particularly through guided self-regulated learning modules and integrated LMS-based pedagogical practices.