Advancements in digital technologies pose dynamic challenges to both religious and non-religious education systems. The study undertakes a gap analysis in the literature by comparing the digital competence (DC) of learners in Islamic religious higher education institutions (HEIs) with those in general HEIs using the DigComp Framework. By employing a quantitative survey design, data were collected from 439 students selected through convenience sampling across four HEIs in Brunei. Confirmatory factor analysis results verified the consistency and validity of the DigComp Framework within this context. T-test analyses revealed that students from non-religious HEIs scored significantly higher in three DigComp aspects: Information and Data Literacy, Safety, and Communication and Collaboration, although overall DC levels were moderate across both groups. The findings indicate the imperative need to enhance the integration of digital competences across higher education curricula to enable students to perform optimally in a highly competitive, digital-driven global market. This study advances new knowledge that can guide curriculum development and policy initiatives in digital education in non-Western contexts.
Abubakari et al. (2026) studied this question.