Integrating Digital Competencies into Early Childhood Education: Research at Hai Duong University

Abstract

This article examines the integration of digital competencies into early childhood education programs from the perspectives of lecturers, researchers, and educators at Hai Duong University, Vietnam. Based on a survey of 395 students and quasi-experimental interventions in two courses—Hygiene and Nutrition for Preschool Children and Disease Prevention and Child Safety—the study employed a digital competence scale, product assessment rubrics, and SPSS statistical tools to validate the effectiveness of the intervention. Findings reveal that prior to the experiment, most students demonstrated only basic levels of competence, with significant limitations in applying artificial intelligence (AI). After integration, students’ digital competence improved markedly across all five dimensions, with AI-related skills showing the greatest increase. Reliability and validity of the measurement scale were confirmed through Cronbach’s Alpha, EFA, and CFA, while paired samples t-tests and Cohen’s d indicated statistically significant differences with medium to large effect sizes. The study affirms the feasibility of embedding digital competencies into early childhood teacher education and recommends innovations in pedagogical approaches and enhanced awareness of digital ethics, thereby equipping future teachers with the capacity to apply technology safely, creatively, and effectively.