Development and validation of a questionnaire to assess digital competences among secondary and higher education students

Digital competences have become a central component of learning in increasingly technology-mediated societies and educational systems. Although widely adopted, existing digital competence frameworks—such as DigComp for citizens—are not fully aligned with student learning, and prior studies have highlighted a shortage of assessment instruments specifically tailored to students. To address this gap, this study reports the development and validation of a questionnaire designed to assess digital competences among secondary and higher education students. The methodology combined a review of reference frameworks and existing assessment instruments with explicit design principles, followed by a multi-phase development process involving conceptual mapping, formulation of competence areas, items, and proficiency scale, qualitative content and face validation, and pilot application. Validation procedures integrated qualitative feedback from students and specialists with a diagnostic analysis of internal consistency. The final version of the questionnaire comprises 18 items organized across six competence areas and assessed using a four-level proficiency scale, presenting high internal consistency, as indicated by Cronbach’s alpha and McDonald’s omega. The study documents a transparent and replicable process of instrument development and refinement, and results in a practical tool for diagnostic and formative assessment. It also establishes directions for future research, including application across diverse educational contexts, cross-cultural adaptation, and integration with complementary assessment strategies.