¹Thuong T. N. Dinh, ²My Thao H. Le, ³Nga Quynh V. Dang, ⁴Anh Van Tran, ⁵Hanh Hong T. Tran, ⁶Ngoc Bao T. Ho

¹Faculty of Primary Education, The University of Danang - University of Science and Education, Da Nang 550000, Viet Nam.

^2,3,4Third year student (21STH7), Faculty of Primary Education, The University of Danang - University of Science and Education, Da Nang 550000, Viet Nam.

⁵Third year student (21STH10), Faculty of Primary Education, The University of Danang - University of Science and Education, Da Nang 550000, Viet Nam

⁶Third year student (21STH3), Faculty of Primary Education, The University of Danang - University of Science and Education, Da Nang 550000, Viet Nam

DOI : https://doi.org/10.47191/ijsshr/v7-i06-91

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ABSTRACT

The global trend of Industry 4.0 has significantly accelerated the digital transformation process. In the field of education, digital transformation is bringing substantial changes to the educational policies and orientations of many countries, especially developing nations. This necessitates equipping students with comprehensive knowledge, skills, and digital competencies to enhance teaching quality and meet future societal demands, even starting from primary education. Although the development of digital competence is expected to yield positive outcomes, it also poses considerable challenges for educators in terms of thorough preparation and policy formulation. The purpose of this study is to explore the factors influencing the development of digital competence in primary school students. The validity and reliability of the measurement tools were assessed using SPSS analysis to perform exploratory factor analysis (EFA), determine reliability, and extract prominent factors. Factor analysis using Varimax rotation retained 16 items in the questionnaire. Analysis of the results from 86 survey samples revealed three factors influencing the development of digital competence, with a KMO measure of sampling adequacy of 0.903; Bartlett's test indicated a Chi-Square significance level of 0.000 < 0.05. These findings provide direction for teachers in identifying priorities to form and develop digital competence in primary school students.

KEYWORDS:

Digital competence, Education, Primary students; EFA; Determinants

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Volume 07 Issue 06 June 2024