Do the young employees perceive themselves as digitally competent and does it matter?

Abstract

Purpose The study aims to examine the digital competence of young employees (under 30 years of age) who graduated from the technical university. Self-assessment of selected digital competencies was examined along with the determination of a self-efficacy level in the area of using digital competencies. Design/methodology/approach Quantitative research was conducted using the computer-assisted web interview method on a sample of 4532 respondents. Findings Young employees' self-assessment of digital competencies and self-efficacy in the area of using them is high, and it can be assumed that they perceive themselves as digitally competent. Both digital self-efficacy and assessed digital competencies have a positive impact on satisfaction with the university. Research limitations/implications The research sample consisted only of employees who graduated from the technical university, but the results may provide feedback on the demand for digital competencies sought in the labor market and constitute valuable information useful in university curriculum development and in vocational education and training. Originality/value This is the first study that focuses on the Kozanoglu and Abedin approach to the concept of digital literacy in the context of research on self-assessment and self-efficacy in using digital competencies among technical university graduates, adapting the creative self-efficacy scale by Tierney and Farmer, for measuring digital self-efficacy. Highlights/value Young employees' digital competencies self-assessment is high. Young employees' self-efficacy of using digital competencies is high. Graduating from a DT-focused department has a positive impact on satisfaction. Digital self-efficacy has a positive impact on satisfaction with the university. Assessed digital competencies have a positive impact on satisfaction.