In the information and knowledge society, the rapid advancement and profound integration of technology into our lives have become digital competence a prominent issue (Zhao et al., 2021). Following the emergence of the Coronavirus (Covid-19) and its significant impact on the education sector, concerns about digital competence have reached a new level including higher education. Teacher educators, in addition to teaching, developing, and monitoring through diverse digital platforms, also play a major role in educating and preparing future teachers to integrate digital technology in their classrooms (Tondeur et al., 2019; Uerz et al., 2018). Developing digital competence is essential for teacher educators to create innovative educational methods, which are crucial in the Digital Transformation Era. It represents a comprehensive change leveraging digital technology to enhance teaching methods and provide advanced learning experiences (Alenezi, 2021).

Recognising the benefits of digital transformation, the Vietnamese Government began investigating and implementing digital transformation within the education sector in 2019, marking the onset of the Digital Transformation Era in Vietnam. The integration of digital technologies into higher education presents significant challenges, particularly in preparing future educators to navigate a digital society (Thái et al., 2021). Despite the growing importance of digital technologies in education, there is limited understanding of how academic teachers in universities in Vietnam are integrating these technologies into their teaching practices, particularly in the context of preparing future teachers.

Research on digitalization in Vietnam has primarily focused on school education and students, with minimal emphasis on the digital competencies of academic teachers, particularly in the context of teacher preparation. This study investigates the challenges of digital integration faced by academic instructors and proposes methods to enhance their digital competencies. Furthermore, the impact of institutional and systemic factors—such as technology access, support programs, and educational policies—on the development of digital competencies remains underexplored. While academic teachers are expected to develop their own digital competencies, the mechanisms and barriers for achieving this remain insufficiently studied, especially in different regions and institutional settings within Vietnam.

The research focuses on investigating challenges related to developing Teacher Educators' Digital Competence in Vietnamese Higher Education during the Digital Transformation Era, using the HeDiCom framework (Tondeur et al., 2023), the research adopts a qualitative case study methodology (Creswell, 2017). It investigates the experiences of academic teachers in Hanoi, Ho Chi Minh City, and Da Nang - Vietnam's three largest cities with diverse educational and technological infrastructures. Focusing on these three large cities in Vietnam is innovative because it allows for a comparison of institutional and systemic conditions in different regions of the country. Each of these cities has a different dynamic in terms of technology development, access to digital infrastructure, and educational needs. Moreover, this gap in knowledge highlights the need to explore how academic teachers in various universities across Hanoi, Ho Chi Minh City, and Da Nang are adapting to and overcoming the challenges posed by digitalization in higher education.

Data collection methods include semi-structured interviews with academic teachers, university administrators, and students; participant observation of classroom practices; document analysis of policies and curricula; and focus groups with stakeholders. These techniques provide a comprehensive understanding of the institutional, systemic, and individual factors influencing digital competence development.

This research contributes to digital education by offering actionable recommendations. Proposed solutions include tailored professional development programs, enhanced access to digital infrastructure, and fostering collaborative networks among educators. By addressing these challenges, this study provides practical insights for policymakers and educational leaders to support teacher educators in leveraging digital technologies effectively. The findings aim to strengthen Vietnam's higher education system, ensuring its adaptability in a rapidly evolving global digital landscape.

The challenges of digital competencies faced by teacher educators in Vietnam are the subject of this study, which employs a qualitative case study methodology. The research focuses on three major cities—Hanoi, Ho Chi Minh City, and Da Nang—selected for their diverse technological and educational contexts. These cities offer varying levels of access to digital infrastructure and institutional capacities, making them ideal for a comparative analysis of the systemic and institutional conditions influencing digital competence development among teacher educators. Research Design: The qualitative case study approach enables an in-depth exploration of how teacher educators develop and apply digital competencies in their teaching practices. This approach provides a contextual understanding of challenges, strategies, and systemic influences, offering insights that are both detailed and practical. Data Collection Methods: To capture a comprehensive perspective, the study employs multiple qualitative data collection techniques: 1. Semi-structured interviews: Conducted with academic teachers, university administrators, and students to gather in-depth insights into their experiences, perceptions, and challenges related to digital competence development. These interviews provide a rich narrative of individual and institutional perspectives. 2. Participant observation: Classroom practices are observed to examine how digital tools are integrated into teaching. This method allows for real-time understanding of the impact of digital technologies on teaching quality and student engagement. 3. Document analysis: Institutional policies, curricula, and educational frameworks are reviewed to identify systemic support for digital competencies and how they align with the HeDiCom framework (Tondeur et al., 2023). 4. Focus groups: Discussions with educators and students are organized to explore collective experiences, expectations, and perceptions of digitalization in education. This technique fosters dialogue and uncovers shared challenges and potential solutions. Data Analysis: Thematic analysis is employed to identify recurring patterns, challenges, and opportunities in the collected data. The HeDiCom framework (Higher Education Teachers’ Digital Competencies for the Future) serves as the analytical lens, focusing on four key dimensions: teaching practice, empowering students for a digital society, teachers’ digital literacy, and professional development. Data is systematically organized and coded using Atlas.ti software, ensuring rigour and reliability in the analysis process. Ethical Considerations: This study adheres to strict ethical standards to ensure the integrity and reliability of the research process. Participation is voluntary, with informed consent obtained from all participants. Confidentiality is rigorously maintained through anonymization of data and secure storage of research materials. Participants are fully informed about the study’s objectives and retain the right to withdraw at any point without consequences.

The findings of this study underscore the essential role of teacher educators in advancing digital transformation within Vietnam's higher education system while highlighting the multifaceted challenges they face. At the institutional level, fragmented digital infrastructure and inconsistent policy frameworks impede the effective integration of digital technologies. Systemic barriers, such as the lack of localized frameworks and tailored professional development programs, further hinder the ability of teacher educators to align global standards, such as the HeDiCom framework, with local educational needs. At the individual level, differences in digital readiness, such as varying levels of confidence, digital literacy, and access to resources, add to the challenges for teacher educators. This study, guided by the HeDiCom framework, offers a nuanced understanding of these issues and emphasizes the urgency of addressing them through targeted interventions. Localized professional development programs tailored to the specific needs of Vietnamese teacher educators are critical. Concerning formal Hedicom Framwork, more training offers for the methodological-didactic implementation of digital tools in teaching need to be provided to foster teacher educators’ digital competence. These should include practice-based elements, meaning that teacher educators design and develop technology-enhanced learning scenarios for their teaching. There should also be training programmes for different competence levels (Uerz et al., 2018). Additionally, fostering collaboration among teacher educators through the establishment of professional networks can promote the exchange of innovative teaching strategies and best practices. By implementing these recommendations, Vietnam’s higher education system can better prepare teacher educators to equip future teachers with the digital competencies needed in a rapidly evolving global landscape. By addressing these challenges, this research advances both theory and practice, supporting Vietnam’s transition toward a digitally empowered education system and laying a strong foundation for a digitally enabled and equitable education system.

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