Strengthening Digital Competence Through Curriculum Innovation: Evidence from Library and Information Science Students in Higher Education

Abstract

The acceleration of digital transformation has reshaped the roles and responsibilities of Library and Information Science (LIS) professionals. Consequently, higher education institutions are expected to prepare students with advanced digital competencies that align with contemporary information environments. This study investigates the level of digital competence among LIS students and examines the influence of curriculum design, instructional practices, and institutional support on the development of these competencies. A quantitative survey approach was employed involving undergraduate LIS students from a public university. Data were collected through structured questionnaires covering digital information management, digital communication, data literacy, technological adaptation, and learning experiences. The results indicate that students demonstrate adequate proficiency in information retrieval and digital communication; however, challenges remain in areas such as digital preservation, data analytics, and emerging technologies. Curriculum integration, experiential learning, and technology-enhanced teaching practices were identified as key contributors to competency development. Institutional constraints, including limited technological infrastructure and insufficient professional development opportunities, were found to hinder learning outcomes. The study recommends curriculum modernization, strengthened industry collaboration, and continuous investment in digital learning ecosystems to ensure graduates possess competencies relevant to the evolving information profession.