The rapid digital transformation in education has increased the need for the development of digital competencies among university students. Digital skills are essential not only for academic success but also for professional development and effective integration into the modern labor market. This article analyses the level of digital competencies among university students based on preliminary research results, focusing on self-perceived proficiency, key challenges, and the role of higher education institutions in digital skills development.

This article presents a preliminary analysis from a broader research project focused on post-millennial university students (Generation Z), typically aged between 13 and 28 years. The data was collected through a structured questionnaire distributed in both paper and online formats among students at the University of Žilina (Slovakia) and the University of Gdańsk (Poland). The respondents are university students studying in the fields of economics, transport, communications, and services. In total, 259 responses were gathered, primarily from students in Slovakia, the Czech Republic, Poland, and Ukraine. This sample allows for a diverse perspective on self-perceived digital competencies while capturing differences in digital access, educational conditions, and institutional support. These data will be further explored and interpreted in the main body of the article.

Preliminary findings indicate that while students demonstrate proficiency in basic digital tasks, they often struggle with advanced competencies such as critically evaluating online sources, managing data security, and using specialized software relevant to their field of study. Key challenges include the digital divide among students from different socio-economic backgrounds, discrepancies between self-assessed and actual digital skills, and inconsistencies in institutional support for digital education.

The aim of this article is to provide preliminary recommendations for educators, policymakers, and higher education institutions to enhance the teaching of digital competencies, which are crucial for future professionals in an increasingly digitalized work environment.

The article emphasizes the need for systematically incorporating digital skills training into university curricula, with a focus on practical learning and exposure to industry-relevant technologies. The preliminary analysis provides a broader perspective on the development of digital competencies in higher education and highlights common trends and regional challenges.

Keywords: Digital skills, higher education, digital competencies, digital divide, educational technology, survey, preliminary results.