Abstract

In the context of digital transformation in higher education after the COVID-19 pandemic, blended learning has been increasingly adopted, requiring lecturers to possess solid information technology competencies. However, in Vietnam, research on information technology competencies among female lecturers remains limited, particularly regarding their readiness, attitudes, and barriers to implementation. This study investigates the current state of information technology competence among female lecturers at the University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, using the theoretical frameworks of the Technology Acceptance Model and Technological Pedagogical Content Knowledge.  A quantitative approach was employed, utilizing an online questionnaire to collect lecturers’ opinions. The findings indicate that female lecturers generally possess adequate information technology competencies, demonstrate positive attitudes, and show a high level of readiness to apply blended learning. Nevertheless, challenges remain, including limited time, insufficient skills, and inadequate technical support. Based on these results, the study proposes practical solutions such as reducing workload, providing specialized information technology training, developing a shared repository of teaching resources, strengthening technical support, and designing an appropriate blended learning framework to enhance female lecturers’ information technology capacity and ensure teaching quality in the digital transformation era.