DESIGNING AND VALIDATING A MULTI-LEVEL STRATEGY SYSTEM FOR DEVELOPING DIGITAL COMPETENCIES AMONG UNIVERSITY STUDENTS IN GUANGDONG PROVINCE
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This study developed and validated a DigComp 2.2-aligned, multi-level strategy system for improving undergraduates' digital competencies in three private universities in Guangdong Province, China. An explanatory sequential mixed-methods design was employed. Survey data from 1,092 students were first analyzed to identify competence profiles and key gaps. Findings revealed a moderate overall digital competence level; information and data literacy scored relatively highest, while problem solving scored lowest. To explain these results, structured interviews were conducted with nine key informants, including experts, administrators, and teachers. Thematic analysis identified three core categories and 15 themes, indicating students managed routine digital tasks but lacked higher-order abilities. Major constraints included uneven teacher capacity, weak platform integration, limited incentives, and insufficient student agency. Integrating these findings, 12 strategies were developed across student, teacher, university, and government levels. A nine-member expert panel evaluated the system using a 5-point Likert scale. Overall feasibility was rated at the highest level ( = 4.72, SD = 0.08), with teacher-level strategies receiving the top score ( = 4.89, SD = 0.17). The findings suggest that strengthening digital pedagogy, reducing teachers' implementation burden, and integrating learning platforms are key to developing higher-order digital competencies in this context.
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