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Background <p>In the digital age, university students are expected to possess adequate technological competencies to successfully navigate academic demands and evolving workforce requirements. This study explores the digital competence of dental students in 2024, with a focus on their self-perceived preparedness for digitally mediated academic and professional environments.</p> Methods <p>A cross-sectional study was conducted among 169 dental students at Jundishapur University of Ahvaz using a self-administered questionnaire grounded in the DigComp 2.2 framework. Data were analyzed using descriptive and inferential statistical methods.</p> Results <p>Participants reported a relatively high level of self-perceived digital competence (M = 71.55, SD = 12.48) across the eight DigComp 2.2 domains. No statistically significant differences were observed in overall digital competence scores according to gender, age, academic year, or duration of daily internet use, suggesting that these demographic factors were not associated with variations in perceived digital competence within this cohort.</p> Conclusions <p>This study provides an exploratory overview of dental students’ self-perceived digital competence based on the DigComp 2.2 framework. The findings highlight domain-specific strengths and weaknesses as perceived by students. Given the self-reported and cross-sectional nature of the data, the results should be interpreted with caution and primarily serve as a basis for future research and curriculum-oriented investigations.</p>

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Digital literacy competence among dental students: an assessment using a DigComp 2.2-based instrument

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月25日

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  • Mohammad Shooriabi,
  • Farideh KaabOmeir,
  • Sediqeh Modarres Mousavi,
  • Mehrdad Amjadi

摘要

Background

In the digital age, university students are expected to possess adequate technological competencies to successfully navigate academic demands and evolving workforce requirements. This study explores the digital competence of dental students in 2024, with a focus on their self-perceived preparedness for digitally mediated academic and professional environments.

Methods

A cross-sectional study was conducted among 169 dental students at Jundishapur University of Ahvaz using a self-administered questionnaire grounded in the DigComp 2.2 framework. Data were analyzed using descriptive and inferential statistical methods.

Results

Participants reported a relatively high level of self-perceived digital competence (M = 71.55, SD = 12.48) across the eight DigComp 2.2 domains. No statistically significant differences were observed in overall digital competence scores according to gender, age, academic year, or duration of daily internet use, suggesting that these demographic factors were not associated with variations in perceived digital competence within this cohort.

Conclusions

This study provides an exploratory overview of dental students’ self-perceived digital competence based on the DigComp 2.2 framework. The findings highlight domain-specific strengths and weaknesses as perceived by students. Given the self-reported and cross-sectional nature of the data, the results should be interpreted with caution and primarily serve as a basis for future research and curriculum-oriented investigations.