The impact of digital competence on students’ academic performance in Ho Chi Minh City. The mediating role of digital informal learning and academic engagement

Abstract

In today's world, the term "digital" seems to no longer be too strange to everyone. Thanks to the development of digital technology, people have gradually become accustomed to using it and therefore their digital competence has also been further improved. Digital competence affects many different areas of our lives, especially in the field of education. In addition, learning with the application of digital technology takes place not only in formal schools and classrooms but also outside of school which is known as digital informal learning. Furthermore, it also affects academic engagement and all of these factors will have an impact on academic performance. Recognizing this, we decided to conduct research on the topic "The impact of Digital Competence on Students’ Academic Performance in Ho Chi Minh City: The mediating role of Digital Informal Learning and Academic Engagement.". Drawing on Self-Determination Theory (1985) and Social Cognitive Theory (1986), this study investigates the impact of digital competence, digital informal learning, and academic engagement on academic performance. The research team explores the relationships between these variables, examining how digital competence influences both digital informal learning and academic engagement, and how digital informal learning affects academic engagement. Utilizing both qualitative and quantitative methods, the study gathers data through an online survey (Google Forms) administered to individuals working in Ho Chi Minh City. With 350 valid samples, the authors apply PLS-SEM to analyze the data and validate the research model. The results demonstrate that all three variables – digital competence, digital informal learning, and academic engagement – positively influence academic performance. Additionally, the study confirms the significant effect of digital competence on both digital informal learning and academic engagement, and further reveals the positive impact of digital informal learning on academic engagement. Based on these findings, the authors discuss and propose implications for enhancing academic performance through the identified variables. While acknowledging limitations within the study, the authors address these in the accompanying research paper and outline directions for future research. This study offers valuable insights for managers seeking to improve student performance.