Assessing Digital Readiness in Vocational Higher Education: A Mixed-Methods Study of Polytechnic Students

Khalila Husnasari; Rahmahidayati Sari; Roby Hadi Putra; Azmatul Khairiah Sari

doi:10.58485/jie.v4i3.571

Authors

Khalila Husnasari Politeknik Negeri Medan, Indonesia
Rahmahidayati Sari Institut Agama Islam Negeri Takengon, Indonesia
Roby Hadi Putra Politeknik Negeri Medan, Indonesia
Azmatul Khairiah Sari Universitas Negeri Padang, Indonesia

DOI:

https://doi.org/10.58485/jie.v4i3.571

Keywords:

Digital readiness, vocational higher education, digital literacy, digital competencies

Abstract

Digital transformation requires vocational higher education institutions to ensure that students possess digital readiness that goes beyond mere access to technology and encompasses critical, collaborative, safe, and ethical learning competencies. This study aims to assess students’ digital readiness in vocational higher education based on four key indicators: (1) digital access and operational skills, (2) information literacy and evaluation of digital sources, (3) digital content creation and collaboration, and (4) digital ethics, security, and professionalism. This research employed a mixed-methods approach using a sequential explanatory design. Quantitative data were collected through a 24-item closed-ended Likert-scale questionnaire administered to 187 students, while qualitative data were obtained through limited interviews with students and lecturers. Data were analyzed using descriptive statistics and thematic analysis. The findings indicate that students’ digital readiness is generally at a moderately good level; however, disparities remain across the indicators. While access to digital devices and internet connectivity is relatively adequate, advanced operational skills, critical evaluation of information sources, digital collaboration, and awareness of digital security and professionalism require further strengthening. These findings highlight the importance of integrating critical digital literacy, project-based collaborative learning, and the reinforcement of digital ethics and security within vocational higher education curricula.

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