Project-Based Learning for Developing Digital Skills among University Students in Vietnam

Abstract

This study investigates the effectiveness of project-based learning in developing digital skills among university students in Vietnam. A mixed-method design was employed, involving 180 students from Thai Nguyen University of Education, the National Academy of Education Management, and Hanoi University of Industry. Over an eight-week intervention, students engaged in authentic, technology-rich projects aligned with the DigComp framework. Data were collected through self-assessment surveys, performance-based assessments, interviews, and classroom observations. Quantitative results indicated significant improvements in all five DigComp domains, with the largest gains observed in Problem Solving. Performance-based scores increased from a mean of 62.83 to 78.46, reflecting large effect sizes (Cohen’s d > 1.0). Qualitative analysis revealed enhanced applied problem-solving skills, improved collaboration in digital environments, and greater confidence in creating digital products. Comparative analysis across institutions showed consistent positive impacts, with Hanoi University of Industry achieving the highest post-test means. The findings highlight the potential of PBL as a pedagogical strategy to strengthen digital competencies in Vietnamese higher education.