Students’ Topic Interest and Its Effect on Their Self-Perceived Digital and Sustainability Competencies and Their Perceived Mode of Acquisition

Abstract

In an era defined by digital transformation and the pursuit of sustainability, education functions both as a reflection of societal change and as a catalyst for it. This study examines how students’ interest in topics of digital and sustainability competencies affects their self-perceived proficiency and the extent to which they attribute their competency acquisition to formal education. The research employs established frameworks for digital and sustainability competencies, along with a set of professional competencies. Data were collected from 453 final-year students enrolled in upper secondary vocational and technical education, short-cycle higher vocational education, bachelor’s, and master’s programs in wood science and technology education in Slovenia and analyzed using multiple regression models. All six competence dimensions identified through exploratory factor analysis showed significant positive effects of topic interest on self-perceived competence, with the strongest association observed for generic sustainability competencies. Topic interest also positively predicted the share of competencies students reported acquiring through formal education, with the largest effects for technical professional and generic sustainability competencies. These findings highlight topic interest as an important motivational factor shaping students’ perceptions of their digital and sustainability competencies, while the educator’s role appears especially crucial at this early stage of interest development for digital and sustainability topics.