FACTORS AFFECTING STUDENTS’ PERCEPTIONS OF DIGITAL TRANSFORMATION AND LIFELONG LEARNING ABILITY: A CASE STUDY AT HO CHI MINH CITY UNIVERSITY OF INDUSTRY AND TRADE
DOI:
https://doi.org/10.62985/j.huit_ojs.vol26.no3E.561Keywords:
Support policies, learning motivation, digital skills, lifelong learning capacity, awareness of digital transformation.Abstract
In the context of digital transformation and the growing importance of lifelong learning in higher education, this study examines the factors influencing students’ awareness of digital transformation and their lifelong learning capacity at Ho Chi Minh City University of Industry and Trade. The study aims to identify key influencing factors and to clarify the relationship between awareness of digital transformation and lifelong learning capacity. A quantitative research approach was employed, with data collected from 561 full-time undergraduate students through an online survey and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that school policies and support, digital skills, and learning motivation have significant positive effects on students’ awareness of digital transformation, whereas the digital learning environment has no significant impact. Awareness of digital transformation, in turn, positively influences students’ lifelong learning capacity. Furthermore, learning motivation and school support policies directly affect lifelong learning capacity, while digital skills exert an indirect effect through awareness of digital transformation. These findings highlight the mediating role of digital transformation awareness in enhancing students’ lifelong learning capacity. The findings reveal that institutional policies and support, learning motivation, and digital skills significantly enhance students’ awareness of digital transformation, which in turn exerts the strongest effect on lifelong self-learning competency. The digital learning environment does not show a significant direct effect, indicating that technological infrastructure alone is insufficient without cognitive awareness and institutional facilitation. The study recommends that higher education institutions strengthen supportive policies and initiatives to improve students’ awareness of digital transformation to foster lifelong learning capacity.
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