Measuring Digital Competence among University Students in Guangdong Province: A DigComp 2.2–Aligned Scale and Baseline Profile
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Digital competence has become a key outcome in higher education, yet assessment tools suited to Chinese private universities remain limited. This study developed a DigComp 2.2–aligned self-assessment scale and used it to describe the baseline digital competence of students in Guangdong Province. Data came from a cross-sectional survey of 1,092 students from three private undergraduate
universities in the Guangdong–Hong Kong–Macao Greater Bay Area. The final instrument included 21 items across five domains: information and data literacy, communication and collaboration, digital content creation, safety, and problem
solving. Results showed a clear five-domain structure and acceptable internal consistency. Students’ overall competence was moderate ( x̄=3.00, SD=0.94), with
the highest mean in information and data literacy and the lowest in problem solving. Lower-scoring areas included information management, appropriate digital
communication, copyright and licensing, device protection, and creative digital use. The scale provides a practical basis for diagnosis, benchmarking, and targeted
educational support.
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