Digital workforce training: An empirical study of higher education institutions in Vietnam

Dam Thanh Tu; Bui Thi Ha Linh; Nguyen Huu Xuan Truong; Tran Thi Minh Nguyet; Hoang My Linh

doi:10.31893/multirev.2025347

Keywords:

Abstract

In Vietnam today, the shortage of digital workforce is becoming more urgent than ever. This need for a digital workforce is not only limited to the information technology sector but also extends to many other industries, such as finance, banking, healthcare, education, industrial production, and agriculture. The shortage of digital workforce not only hinders the digital transformation process in businesses but also impacts the economic growth rate and competitiveness of Vietnam in the international market. This raises significant questions about the role of educational institutions, especially universities, in training and developing digital human resources for the national economy. This study aims to assess the current state of digital workforce training at higher education institutions in Vietnam. Data for this study were collected through face-to-face interviews or online responses to a survey questionnaire from 151 universities in Vietnam. The research results showed that most universities in Vietnam are implementing digital skills training programs for students. In particular, universities focus on training skills such as information mining, data analysis, and the operation of digital tools. However, other important skills, such as digital safety and security or digital content creation, are still not fully addressed. The research also revealed that the lack of a common digital competency framework, the shortage of lecturers with in-depth knowledge of modern technologies, and inadequate infrastructure and technology are major challenges to training and developing quality digital workforce in Vietnam. Based on the research results, we propose solutions for promoting the training and development of digital workforce in Vietnamese universities across four key aspects: (i) establishing a shared digital competency framework; (ii) enhancing faculty capacity; (iii) fostering close collaboration between universities and businesses; and (iv) strengthening investment in technological infrastructure for higher education.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Tu, D. T., Linh, B. T. H., Truong, N. H. X., Nguyet, T. T. M., & Linh , H. M. (2025). Digital workforce training: An empirical study of higher education institutions in Vietnam. Multidisciplinary Reviews, 8(11), 2025347. https://doi.org/10.31893/multirev.2025347

[1] Accenture. (2024). Accenture report finds perception gap between workers and C-suite around work and generative AI. https://newsroom.accenture.com. Accessed on november 20, 2024.

[2] Alenezi, M. (2023). Digital learning and digital institution in higher education. Education Sciences, 13(1), 1–18. https://doi.org/10.3390/educsci13010088

[3] Arnaud, J., Mamede, H., & Branco, F. (2024). The relationship between digital transformation and digital literacy - an explanatory model: Systematic literature review. F1000Research, 13(253), 1–33. https://doi.org/10.12688/f1000research.146991.1

[4] Belousova, M. N., Belousov, V. A., & Narkevich, L. V. (2021). Digital transformation of the educational process in university in the context of globalization. In Proceedings of the Socio-economic systems: Paradigms for the future (pp. 1267–1277). Krasnoyarsk, Russia. https://doi.org/10.1007/978-3-030-56433-9_133

[5] Bui, B. T. (2023). Digital literacy of Vietnamese human resources. Journal of Social Sciences and Humanities, 65(2), 71–84. https://doi.org/10.31276/vmostjossh.65(2).71-84

[6] Cochran, W. G. (1977). Sampling techniques. John Wiley & Sons.

[7] Criollo-C, S., Moscoso-Zea, O., Guerrero-Arias, A., Jaramillo-Alcazar, A., & Luján-Mora, S. (2021). Mobile learning as the key to higher education innovation: A systematic mapping. IEEE Access, 9(1), 66462–66476. https://doi.org/10.1109/ACCESS.2021.3076148

[8] Deloitte. (2021). HR transformation – How can we accelerate transformation through digital. https://www2.deloitte.com. Accessed on november 20, 2024.

[9] Deloitte. (2024). State of Generative AI in the Enterprise 2024. https://www2.deloitte.com

[10] Do, V. H., Tran, D. H., Nguyen, T. K. D., & Bui, T. T. (2022). Digital competency framework for students. Vietnam National University.

[11] Esangbedo, C. O., Zhang, J., Esangbedo, M. O., Kone, S. D., & Xu, L. (2024). The role of industry-academia collaboration in enhancing educational opportunities and outcomes under the digital driven Industry 4.0. Journal of Infrastructure, Policy and Development, 8(1), 1–32. https://doi.org/10.24294/jipd.v8i1.2569

[12] Fernández, A., Gómez, B., Binjaku, K., & Kajo, M. E. (2023). Digital transformation initiatives in higher education institutions: A multivocal literature review. Education and Information Technologies, 28(1), 1–32. https://doi.org/10.1007/s10639-022-11544-0

[13] Kane, G., Palmer, D., Phillips, A., Kiron, D., & Buckley, N. (2017). Achieving digital maturity: Adapting your company to a changing world. MIT Sloan Management Review. https://sloanreview.mit.edu/projects/achieving-digital-maturity/. Accessed on october 25, 2024.

[14] Limani, Y., Hajrizi, E., Stapleton, L., & Retkoceri, M. (2019). Digital transformation readiness in higher education institutions (HEI): The case of Kosovo. IFAC-PapersOnLine, 52(25), 52–57. https://doi.org/10.1016/j.ifacol.2019.12.445

[15] McKinsey. (2023). Generative AI and the future of work in America. https://www.mckinsey.com. Accessed on november 20, 2024.

[16] Mohamed Hashim, M., Tlemsani, I., & Matthews, R. (2022). Higher education strategy in digital transformation. Education and Information Technologies, 27(3), 3171–3195. https://doi.org/10.1007/s10639-021-10739-1

[17] Nguyen, T. A. (2022). Impact of the Fourth Industrial Revolution on the world, region and Vietnam. Communist Review. https://www.tapchicongsan.org.vn. Accessed on november 22, 2024.

[18] Nguyen, T. G. T. (2024). The impact of the 4.0 industrial revolution on Vietnamese higher education today: Current situation and solutions. Hong Bang University Science Journal, 30(1), 159–166. https://doi.org/10.59294/HIUJS.30.2024.654

[19] Nguyen, T. L. A., Pham, L. D. L., & Trinh, N. T. (2022). Human resource development for digital transformation in Vietnam: A need for reconceptualizing digital skills and competence. VNU Journal of Science: Policy and Management Studies, 38(3), 51–61. https://doi.org/10.25073/2588-1116/vnupam.4415

[20] OECD. (2019). OECD skills strategy 2019: Skills to shape a better future. OECD Publishing.

[21] Pham, T. K. (2022). Developing digital human resources in Vietnamese enterprises today. Communist Review, 7(2022). https://www.tapchicongsan.org.vn. Accessed on october 23, 2024.

[22] Raji, N., Busson-Crowe, D., & Dommett, E. (2023). University-wide digital skills training: A case study evaluation. Education Sciences, 13(4), 1–14. https://doi.org/10.3390/educsci13040333

[23] Rashid, A. B., & Kausik, A. K. (2024). AI revolutionizing industries worldwide: A comprehensive overview of its diverse applications. Hybrid Advances, 7(1), 1–34. https://doi.org/10.1016/j.hybadv.2024.100277

[24] Sicilia, M., García-Barriocanal, E., Sánchez-Alonso, S., Rózewski, P., Kieruzel, M., Lipczynski, T., Royo, C., Uras, F., & Hamill, C. (2018). Digital skills training in higher education: Insights about the perceptions of different stakeholders. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 781–787). Salamanca, Spain. https://doi.org/10.1145/3284179.3284312

[25] Tapscott, D. (2014). The digital economy: Rethinking promise and peril in the age of networked intelligence (2nd ed.). McGraw-Hill Education.

[26] TechTarget. (2018). Definition: Digital human resource. https://www.techtarget.com. Accessed on october 20, 2024.

[27] Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(1), 555–575. https://doi.org/10.1007/s11423-016-9481-2

[28] TopDev. (2023). Vietnam High-Tech Market Report 2023. https://topdev.vn. Accessed on november 21, 2024.

[29] Tran, A. C. (2024). Developing the capacity of teaching staff at non-public universities to adapt to the context of education 4.0. Vietnam Journal of Educational Sciences, 20(5), 20–27. https://doi.org/10.15625/2615-8957/12410503

[30] Tran, T. M. T. (2022). Innovation in higher education in Vietnam: Current situation and solutions. Communist Review, 5(2022). https://www.tapchicongsan.org.vn/. Accessed on october 26, 2024.

[31] Verlinden, N. (2021). Back to basics: What is digital HR? https://www.aihr.com. Accessed on october 21, 2024.

[32] Vu, T. N. (2021). Digital transformation in Vietnamese enterprises: Current situation and challenges. Industry and Trade Journal, 7(2021). https://tapchicongthuong.vn. Accessed on october 26, 2024.

[33] Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2, the digital competence framework for citizens – With new examples of knowledge, skills and attitudes. https://op.europa.eu. Accessed on october 21, 2024.

[34] World Economic Forum. (2020). The future of jobs report. https://www.weforum.org/publications/the-future-of-jobs-report-2020/. Accessed on november 25, 2024.

[35] Xiao, J. (2019). Digital transformation in higher education: Critiquing the five-year development plans (2016–2020) of 75 Chinese universities. Distance Education, 40(4), 515–533. https://doi.org/10.1080/01587919.2019.1680272

[36] Zhang, Y., & Chen, X. (2023). Empirical analysis of university–industry collaboration in postgraduate education: A case study of Chinese universities of applied sciences. Sustainability, 15(7), 1–12. https://doi.org/10.3390/su15076252

Abstract

References

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