ENHANCING DIGITAL CAPACITY FOR STUDENTS AT HIGHER EDUCATION INSTITUTIONS UNDER THE MINISTRY OF HOME AFFAIRS IN THE CONTEXT OF DIGITAL TRANSFORMATION

Purpose: The article is conducted to assess the digital competence of students, survey students at higher education institutions under the Ministry of Home Affairs. From there, propose solutions to improve the digital capacity of students at higher education institutions under the Ministry of Home Affairs in the coming time. Theoretical framework: The article is made on the basis of synthesizing and developing the theoretical basis on the context of digital transformation, digital capacity of students at higher education institutions. Methods: Secondary document research method is used to collect, analyze and exploit information from available sources related to the research topic, including the views of the Party, legal documents. gorvernment's; documents directing the implementation of public higher education institutions, research works, reports and statistics directly or indirectly related to the digital competence of students at higher education institutions learn. The research team conducted a survey of 113 cadres, lecturers and 619 students in the form of purposeful random sampling to analyze the digital competencies of students at higher education institutions under the Ministry of Home Affairs. Results and conclusions: Research results show that there are 4 factors affecting students' digital transformation capacity, including information competence, communication capacity, digital security capacity and innovation capacity. Creativity has a positive and meaningful influence on research. Finding implications: The research results are also a reference for administrators, lecturers and students in improving the digital transformation capacity of students at higher education institutions under the Ministry of Home Affairs in the future. next time. Uniqueness/value: The article contributes to providing scientific and practical arguments for management levels and advisory agencies to develop regulations related to digital competence for students at educational institutions. university in the context of digital transformation. The article contributes to giving some viewpoints and solutions to improve the digital capacity of students at higher education institutions under the Ministry of Home Affairs (National Academy of Public Administration).


INTRODUCTION
The National Academy of Public Administration is a special public educational institution, directly under the Ministry of Home Affairs, in addition to the task of fostering the contingent of cadres and civil servants in the Vietnamese political system. study disciplines and specialties to meet the needs of human resources for the Interior and society. From 1 th January, 2023, Hanoi University of Internal Affairs merged into the National Academy of Public Administration, creating a new position of a public higher education institution, continuing to improve the quality of training. majors and majors at the university level. Like all other higher education institutions across the country, the National Academy of Public Administration in the 3 new era determines that improving students digital capabilities is an important task throughout the training process of the Academy. The National Academy of Public Administration (higher education institution directly under the Ministry of Home Affairs) has paid great attention to digital transformation during the operation of the Academy activities to improve the quality of education management and training create. With the strength of young people to quickly absorb changes in information technology and to meet the requirements of digital transformation inside and outside the Academy, students of the National Academy of Public Administration have gradually changed in their awareness and attitudes. necessary skills and skills to participate in the digital transformation process in learning and training. Those are the initial results in the changing process of digital transformation in the Academy in general and students in particular. However, before the requirements of the national and international digital transformation trend; In addition to the achieved results, there are also limitations and inadequacies in digital transformation in the Academy and the students of the National Academy of Public Administration, which requires a more systematic and in-depth study of digital transformation number, including students digital conversion capacity. Therefore, we choose the research problem "Enhancing digital capacity for students at higher education institutions under the Ministry of Home Affairs in the context of digital transformation" as the topic for our article.

Digital Conversion
According to the National Digital Transformation Project, Digital Transformation is the use of data and digital technology to comprehensively and comprehensively change all aspects of socio-economic life. reshaping the way people live, work and relate to each other.
According to the book Digital Competence 2021 of the University of Social Sciences and Humanities, Digital Transformation is the use of data and digital technology to comprehensively and comprehensively change all aspects of economic life -social, reshaping the way people live, work and relate to each other.
Digital transformation is the integration of digital technologies into all areas of social life to fundamentally change the traditional way of operating to apply new technologies such as Big Data, Internet of Things (IoT), cloud computing (Cloud) to change the way people and society operate.

Students Digital Competence
The book Digital Competency 2021 leads Jane Secker to say that: The concept of digital competence has been around for more than 20 years and is often used at the same time as concepts such as digital skills, information capabilities, and communication capabilities. knowledge or academic competence (Secer, 2018).
The concept of digital competence is often used in conjunction with concepts such as digital skills, information competence, communication competence or academic competence.
According to UNESCO definition: Digital competence is the ability to safely and appropriately access, manage, understand, combine, communicate, evaluate and create information through digital technology to serve from simple to complex as well as starting a business. Digital competence is a combination of computer usage, information technology, information and communication capabilities (UNESCO, 2018). The thesis will use this definition as the basis for the study of digital competence of students in higher education institutions. Based on the study of the developed competency frameworks, the authors believe that, in order to form and evaluate digital competencies for students, it is necessary to base on 5 standards from basic to advanced; from information technology capabilities to innovation and creativity in the digital technology environment. Students digital capacity will be analyzed in detail in the structure of digital capacity according to the structure of the capacity including 3 factors: Knowledge, skills, attitude (capability to take responsibility).

Information Technology Capabilities
About knowledge: Students recognize the functions and features of computer hardware and software and how to use them; explain the use and interaction principles of features on digital devices.
About skills: Selecting and using basic computer equipment; identify technical problems that may arise when operating and using devices in a digital environment; analyze solutions to solve technical problems when operating and using equipment in the digital environment.
Attitude: Diligent, diligent in studying, updating information technology knowledge; Having a sense of and appropriate and effective self-learning methods of information technology; Consciously practice skills in the use of information technology.

Information Capacity
About knowledge: Students identify individual needs for information; have knowledge of accessing, exploiting, processing, storing and managing information in accordance with law, ethics, culture and society, serving learning needs.
About skills: Know how to identify information needs; locate and access information; assess information sources and their content; storing, managing and organizing information; use information in accordance with law, ethics, culture and society to serve learning needs. For example: Finding information to apply in completing assigned assignments; using and quoting documents as prescribed in the course of study and research; apply methods to prevent plagiarism in study and research; create new content on the basis of collected information and data.
Attitude: Careful, cautious, socially responsible; creative and critical thinking. About knowledge: Students can identify standard communication languages suitable for different social groups in the digital environment; effectively identify and choose to participate in online groups/communities/forums; knowledge of digital identity management in online communities; identify opportunities and risks when participating in the digital environment and using digital-based services.
About skills: Can use different communication languages in digital environment; practice behavioral standards in the digital environment; the ability to choose an online community that suits your learning needs; accommodate cultural and generational diversity in online communities; practice and contribute to the development of behavioral standards for online communities; proactively avoid risks to individuals and communities when interacting in the digital environment; practice social interactions on the basis of respect for human rights and dignity.

Capacity to Ensure Digital Security
About knowledge: Students can explain the concept of digital footprint, digital identity, distinguish digital identity from digital footprint; the relationship between digital footprint, digital identity and privacy; analyze the influence of technology trends and the development of digital services on the digital environment.
About skills: Optimizing benefits when participating in the digital environment; control risks from digital identities, avoid being traced, and always interact on purpose. Specifically: Students practice safe data backup and recovery; store and share data that is appropriate and confidential; identify phishing or malware attacks; manage and control digital footprint, protect digital identity and privacy effectively; control online activities without affecting the reputation of individuals and others; separate digital identities by multiple accounts/devices to avoid being traced; apply the Law on Cybersecurity and the Law on Access to Information to protect digital identity and privacy; select applications and devices that support the use of digital technology in the direction of safety for health and spirit, and limit the harmful effects of digital technology on the environment.

The Capacity to Innovate and Create
About knowledge: Identifying educational trends, emerging forms of learning on the Internet platform in accordance with individual needs and interests as a learner in a digital environment for lifelong learning and personal development.  About attitude: Like to explore new things, positive; boldly make decisions to choose effective problem-solving solutions; willing to share information, spread new and positive things in the digital environment.

Sample Descriptive Statistics Results
The total number of officials and lecturers participating in the survey was 113 votes, 113 valid votes were collected. The authors use stratified random sampling method, which is a sampling technique performed by dividing the population into individual groups called strata, applied to observations of gender, seniority, professional level, and age. subject. The feature of this type of sampling is that the research criteria in each stratum are relatively uniform, while there are differences between the strata. After stratification is complete, simple random sampling or systematic randomization can still be applied to select subjects of each stratum for different research, as specifically the choices above.
• Structure of staff and lecturers participating in the survey by gender: Officials and lecturers participating in the survey are men with 47 people, respectively 41.6%, women are 66 people, respectively 58.4%. Stemming from the characteristics of the overall staff, lecturers at higher education institutions under and under the Ministry of Home Affairs are professional staff and lecturers related to administration, internal affairs and scientific disciplines. social studies and humanities, so women account for a higher proportion than the structure is suitable with the characteristics of the profession.  The reliability coefficient of the scale (Cronbach's Alpha) of students information technology capacity is 0.792 > 0.6 and the correlation coefficients with the total variable (Corrected Item-Total Correlation) -the student's digital competence. pellets are all greater than 0.3; only variable information technology 6 (IT6) has a coefficient of 0.009 < 0.03. Thus, the variable on the student's attitude to information technology explains the very weak meaning of the students information technology competency factor; so this variable was removed from the scale and analyzed the reliability of the scale for the second time, the results obtained are: The test results show that: (1) Reliability coefficient of Cronbach's Alpha scale of IT is 0.859 > 0.6 and (2) All observed variables have a large Corrected Item -Total Correlation. more than 0.3. Thus, the scale is reliable, and the observed variables have good explanations for the IT factor. • (2) For students information capacity (TT) The reliability coefficient of the scale (Cronbach's Alpha) is equal to the student's information capacity of 0.577, approximately 0.6, and the correlation coefficients with the total variable (Corrected Item-Total Correlation) -the student's numerical competence. pellets are all greater than 0.3; only information variable 2 (TT2) has a coefficient of 0.242 < 0.3. Thus, the variable of students information skills explains very weakly the factor of students' information competence; so this variable was removed from the scale and analyzed the reliability of the scale for the second time, the results obtained are: The test results show that: (1) Reliability coefficient of Cronbach's Alpha scale of TT is 0.625 > 0.6 and (2) All observed variables have Cronbach's Alpha coefficient or variabletotal correlation coefficient ( Corrected Item -Total Correlation) less than 0.3 (all larger, only variable TT1 0.209 < 0.3). Thus, the scale is reliable, the observed variables do not have a good explanation for the factor TT. Therefore, the observations for the information capacity variable were excluded. The reliability coefficient of the scale (Cronbach's Alpha) of students' communication capacity is 0.658 > 0.6 and the correlation coefficients PR1, PR2, PR4 with the total variable (Corrected Item-Total Correlation) -digital competence of students are all greater than 0.3; there are variables PR3, PR5 with coefficient < 0.03 (0.3), variable PR6 with coefficient approximately equal to 0.3, which is quite weak. Thus, these 3 variables were removed from the scale and analyzed the reliability of the scale for the second time, the results were:  The test results show that: (1) Reliability coefficient of Cronbach's Alpha scale of communication capacity is equal to 0.809 > 0.6 and (2) All observed variables have variabletotal correlation (Corrected Item -Total Correlation). greater than 0.3. Thus, the scale is reliable, the observed variables have good explanations for the PR factor.

• (3) For communication capacity (PR)
• (4) For the capacity to ensure digital security (AN) The reliability coefficient of the scale (Cronbach's Alpha) of students ability to ensure digital security is 0.646 > 0.6 and the correlation coefficients AN2, AN3, AN4 with the total variable (Corrected Item-Total Correlation) -all students numerical ability is greater than 0.3; there are variables AN1, AN5, AN6 with coefficient < 0.3. Thus, these 3 variables were removed from the scale and analyzed the reliability of the scale for the second time, the results were: 11 explanations for the factor AN. Therefore, the variable AN only retains 3 scales: AN2, AN3, AN4. The reliability coefficient of the scale (Cronbach's Alpha) of students innovation and creativity is 0.563 < 0.6 and the correlation coefficients DM1, DM2, DM3 with the total variable (Corrected Item-Total Correlation) -all students numerical ability is greater than 0.3; there is a variable DM4 with coefficient < 0.3. Thus, this variable DM4 is removed from the scale and analyzed the reliability of the scale for the second time, the results are: The test results show that: (1) The reliability coefficient of Cronbach's Alpha scale of innovation and creativity is equal to 0.648 > 0.6 and (2) All observed variables have variabletotal correlation (Corrected Item -Total Correlation) is greater than 0.3. The scale is reliable, all the observed variables have good explanations for the DM factor. Therefore, the variable DM only retains 3 scales: DM1, DM2. DM3.

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Total Correlation) greater than 0,3. The scale is reliable, all the observed variables have good explanations for the NS factor.

Analysis of Multiple Regression Models on Factors Affecting Students Digital Competence at Higher Education Institutions Under the Ministry of Home Affairs in the Context of Digital Transformation
Regression equation of factors affecting students digital competence at higher education institutions under the Ministry of Home Affairs: NS = β0 + β1 IT1 + β2 PR2 + β3 AN1 + β4 DM4 Where: NS: digital competence of students at higher education institutions under the Ministry of Home Affairs in the context of digital transformation IT: Information technology capacity; TT: Information capacity; PR: Communication capacity; AN: Capacity to ensure digital security; DM: The ability to innovate and create. β0 : regression constant, also known as intercept coefficient. This is an index that tells us what the value of Y would be if all Xs were equal to 0. In other words, it tells us what the value of Y would be if there were no Xs. When shown above Oxy graph, β0 is the point on the Oy axis that the regression line crosses. β1, β2, β3, β4: regression coefficient, also known as the slope coefficient, corresponding to the capabilities of information technology, communication, security and innovation. e: error. The larger this index, the less accurate the prediction of the regression or more deviation from reality. The error in the population regression or the residual in the sample regression represents two values, one is independent variables outside the model, the other is random errors. Model Summary table gives us the results of R squared (R Square) and R squared (Adjusted R Square) to evaluate the goodness of fit of the model. The adjusted R-squared value of 0.202 shows that the independent variables included in the regression analysis affect 20.2% of the variation of the dependent variable, the remaining 79.8% are due to out-of-model variables and errors. random number.
Durbin-Watson values to evaluate the phenomenon of first-order series autocorrelation. DW value = 2,035; between 1.5 and 2.5, the results do not violate the first-order sequence autocorrelation assumption. The ANOVA table gives us the results of the F test to evaluate the hypothesis of fit of the regression model. F-test sig value is 0.000 < 0.05; Therefore, the regression model is suitable. 14 Summarizing the influence of factors affecting the digital competence of students at higher education institutions under the Ministry of Home Affairs in the context of digital transformation, arranged in order from strongest to lowest: (PR) Communication capacity; (IT) Information technology capacity; (DM) Innovation capacity; (AN) Capacity to ensure digital security. Information literacy has a very small effect on students' digital competence at higher education institutions under the Ministry of Home Affairs in the context of digital transformation.

POLICY IMPLICATIONS OF STUDENTS DIGITAL COMPETENCE AT HIGHER EDUCATION INSTITUTIONS UNDER THE MINISTRY OF HOME AFFAIRS IN THE CONTEXT OF DIGITAL TRANSFORMATION
Firstly, Raise awareness of educational administrators and lecturers who are suitable for the context of digital transformation. The training program must update scientific and technological achievements. Management and implementation of training programs must be promoted digitally on the basis of technology (course registration, planning, timetable, organization of study, exam, announcement of favorable exam results). Promoting innovation in teaching and learning methods on the basis of digital technology.
Second, Raise awareness about the importance of learners' digital competence in the context of digital transformation. Propagating and mobilizing through delegations, classes and faculties such as organizing competitions on digital competence; encourage students to innovate and create on digital platforms.
Third, Promote investment, upgrade digital infrastructure, digital equipment and consolidate human resources specialized in digital technology in training institutions.
Fourth, Strengthen linkages and cooperation with domestic and foreign higher education institutions to improve students' digital capabilities. Strengthen linkages and cooperation with foreign higher education institutions to exchange and learn experiences, select reasonable points to serve the process of renovating training programs, contents, and methods in accordance with the standards. digital conversion case. Strengthen linkages and cooperation with domestic higher education institutions to exchange and learn experiences to promote innovation in training programs, contents and methods in line with the digital transformation trend at institutions higher education institutions and meet the human resource needs of the society. -Strengthening linkages with domestic higher education institutions towards the recognition of student learning outcomes among domestic universities. From there, promoting digital transformation and improving digital capacity for students to have the opportunity to expand the learning environment and practice professional skills. Strengthen linkages with foreign higher education institutions on digital platforms so that learners have the opportunity to study in an open educational environment. For example, studying and taking international certifications in fields related to the industry, training major or the learner's capacity, interests and needs.