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February 17, 2026International Journal of Assessment Tools in EducationOpen Access

Modeling digital competence in education: A bifactor-ESEM approach to general and domain-specific skills

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Authors

EFEmil FrashëriMTMarinela Teneqexhi

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Overview

Evaluates digital competence in university students, highlighting a flexible measurement framework for curriculum design.

Key Points

  • The aim is to assess university students' digital skills and address the gap between these skills and workforce demands.
  • Applied bifactor exploratory structural equation modeling (B-ESEM) framework.
  • Utilized items from the Youth Digital Skills Indicator.
  • Analyzed data from 603 university students to capture general and domain-specific skills.
  • Established a strong general digital competence factor among students.
  • Identified meaningful contributions from domain-specific skills.
  • Demonstrated full measurement invariance across gender.
  • Showed predictive validity for technology affinity and digital self-efficacy.

Cite This Study

Frashëri et al. (2026) studied this question.

synapsesocial.com/papers/699405494e9c9e835dfd6184https://doi.org/10.21449/ijate.1791291
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