As society digitalizes, with increasing automation and the growing importance of cybersecurity, the demand for ICT skills has reached unprecedented levels. According to the World Economic Forum, up to 97 million new jobs in the digital and technology sectors are projected by 2025, highlighting the urgent need for skills development. This paper examines the critical role of self-education in ICT, which is vital for success in the fast-evolving technology sector. The primary aim is to analyse the importance of self-education in ICT for university students, exploring their views on continuous learning and ICT skill development. The research focuses on undergraduate and graduate students, investigating their engagement in self-education and its impact on their ICT competencies. A questionnaire was used as the research tool, with a non-random sampling method applied to gather data. Advanced statistical methods, including quantitative analysis and descriptive statistics, were employed to assess students' self-reported participation in ICT self-education and its effects on their skills development. The findings indicate that many students dedicate significant time outside formal education to improve their ICT skills, with some students spending more time than average. The study also identifies key motivators for self-education, such as the perceived benefits for career advancement and adapting to the digital economy. This research's unique contribution lies in focusing on students' perspectives regarding the necessity of ICT self-education, its perceived value, and its role in achieving long-term professional success in a competitive labour market. The insights gained from this research are essential for understanding students' approaches to lifelong learning in an increasingly digital world. Surveys reveal that over 70% of graduates engage in self-education to keep up with technological advancements. Self-education not only serves as a learning method but also as a strategic tool for enhancing skills and increasing students' chances of success in the evolving digital economy. The study further reveals the amount of time students devote to self-education outside formal educational settings. On average, students spend 10–13 hours per week on assignments, projects, and ICT-related tasks, which are integral to many academic disciplines. Additionally, students spend an average of 13 hours per month specifically on ICT self-education. However, approximately 45% of undergraduates report spending over 11 hours per week on academic work, including ICT-related tasks. These findings suggest that students allocate a substantial portion of their free time to self-education, although they often experience stress and overload due to high expectations. The paper also explores the time distribution among various ICT activities, highlighting gaps in formal education and the relationship between leisure activities and ICT work. Key motivators for IT self-education, such as study year and career aspirations, are identified. This study concludes that self-learning and engagement with ICT outside traditional educational environments are essential practices for preparing students for success in the labour market, where digital skills are increasingly in demand.

Keywords: Digital skills, digital economy, self-education.