Students’ Digital Competence in Chinese Higher Technical and Vocational Education and Training (TVET) Contexts: An Exploratory Empirical Study

This study examines the digital competence of students in higher technical and vocational education and training (TVET) institutions in China using the Digital Competence Action Framework proposed. Survey data were collected from 641 students across ten regions in China, and an exploratory empirical approach was employed to investigate how the framework operates within the Chinese higher TVET context. Exploratory factor analysis (EFA) identified a four-factor structure representing key domains of students’ digital competence: Digital Information Access and Management, Digital Technology Use and Management, Digital Creation and Problem Solving, and Digital Safety and Security. Reliability analysis indicated satisfactory internal consistency for all factors. Descriptive results showed that students reported relatively strong competence in information-related digital practices but comparatively lower competence in advanced digital creation and problem-solving activities. Group comparison analyses revealed that demographic influences on digital competence were selective rather than universal. Field of study, grade level, gender, and digital technology experience showed specific associations with certain competence domains, while regional economic development was not significantly related to students’ digital competence. Overall, the findings highlight the multidimensional nature of digital competence among Chinese higher TVET students and suggest that competence development is shaped primarily by educational experiences and disciplinary contexts. The study contributes empirical evidence on digital competence in TVET and provides implications for curriculum design and digital competence development in TVET systems.