Asian Journal of Education and Social Studies

Digital transformation is changing higher education and increasing the need for lecturers’ digital competence. In physical education and sports universities, lecturers must use technology not only for teaching but also for coaching, movement analysis, and practical assessment. However, research on digital competence in specialized sports universities in Vietnam remains limited. This article assesses and proposes solutions to enhance the digital competence of lecturers at Da Nang Sports University, Vietnam, in the context of higher-education digital transformation. The study addresses a research gap in the limited empirical evidence on lecturers’ digital competence in specialized physical education and sports institutions, where teaching requires not only online tools but also technology-supported practice, movement analysis, coaching, and assessment. The study is grounded in the DigCompEdu and UNESCO ICT Competency Framework for Teachers and employs a descriptive quantitative design based on a survey of 86 lecturers. The questionnaire includes seven competence domains and 28 observed variables measured on a five-point Likert scale. Reliability testing shows that the scale is internally consistent, with Cronbach’s Alpha values ranging from 0.748 to 0.821 across domains and 0.908 for the entire scale. The results indicate that lecturers’ overall digital competence is at a high average level, approaching the good level (M = 3.36). Basic digital technology use, digital communication and collaboration, and digital safety and ethics are relatively stronger, whereas digital learning-resource design, digital assessment, digital research competence, and technology integration in practical sports courses remain limited. The study identifies infrastructure, incentive policies, training programs, technical support, self-study time, and the characteristics of practical courses as key influencing factors. Practical solutions are proposed, including discipline-based training, digital learning-resource development, strengthened infrastructure and technical support, assessment innovation, digital research competence development, and responsible use of artificial intelligence.