Developing a Digital Competence Model for STEM Undergraduates at Kunming University of Science and Technology

บทคัดย่อ

The objectives of this research article is 1) to examine the current situation and overall level of digital competence among STEM undergraduates at Kunming University of Science and Technology (KUST) across five dimensions—digital awareness, digital knowledge, digital skills, digital security, and digital ethics; and 2) to develop an operational digital competence development model for STEM undergraduates in local engineering-focused universities. This research employed a mixed-methods design. The research population comprised full-time STEM undergraduates from four representative faculties at KUST (Information Engineering and Automation, Civil/Architectural Engineering, Chemical Engineering, and Science). Quantitative data were collected using a 35-item questionnaire and analyzed by descriptive statistics (mean, standard deviation, distribution indicators), reliability tests (Cronbach’s alpha), and factor-based validity checks (EFA/CFA with key fit indices). Comparative statistics (t-test/ANOVA) were used to examine differences across faculties and grade levels. Qualitative data were obtained through semi-structured interviews and analyzed using coding procedures to identify barriers and needs in real learning contexts. Expert consultation was then conducted to refine the model structure and ensure feasibility for implementation.

The research results were found that: 1) The overall digital competence level of KUST STEM undergraduates was moderate, with an evident imbalance across dimensions: digital ethics and digital awareness were relatively stronger, while digital skills and especially digital security routines remained weaker; significant differences were observed by faculty and grade level. 2) Based on integrated quantitative, qualitative, and expert evidence, a Digital Competence Development Model (DCDM) was proposed, organized into an Objective Tier, a five-dimensional Core-Competency Tier, and a Support Tier, and operated through a target–intervention–feedback cycle for continuous improvement.