PROFESSIONAL COMPETENCE ASSESSMENT OF UNIVERSITY STUDENTS IN THE CONTEXT OF DIGITAL TRANSFORMATION: A REVIEW USING BIBLIOMETRIC AND CONTENT ANALYSIS
Main Article Content
Abstract
Professional competence assessment has become increasingly important in higher education as digital transformation reshapes both occupational demands and the generation of assessment evidence. This study reviews research on the assessment of university students’ professional competence in the context of digital transformation from 2020 to 2025. A review design integrating bibliometric and content analyses was employed. Scopus records were screened against predefined eligibility criteria, yielding 201 publications, including 111 studies directly addressing student competence and assessment. Four major competence constructs were identified: integrated or standards-based professional competence, discipline-specific competence, digital and technological competence, and transferable competence related to career readiness. Performance- and product-based assessment was the most prevalent approach, followed by designs integrating multiple sources of assessment evidence, self-report measures, and tests. Technology supported assessment administration, authentic or task-based performance environments, evidence analysis and feedback, and the storage and longitudinal tracking of assessment evidence. The findings suggest that the key challenge extends beyond technology adoption to the validity of the assessment process, particularly the alignment among the competence construct being assessed, the evidence elicited, and the interpretation of that evidence.
Keywords
professional competence assessment, university students, digital transformation, bibliometric analysis, content analysis
Article Details
References
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