Digital Creativity Competency in Higher Learning Institutions: A Self-Evaluation of Future Creative Practitioners’ Use of Digital Technology for Creative Work

Digital technology has transformed the creative industry. The emergence of new tools and applications, as well as the varieties of social platforms, has expanded the boundaries of creativity in the industry. As digital technology has become an integral part of creative work, particularly in the media industry, many media-related academic programs now include digital technology as a core component of their curricula. Students are trained in the latest applications and digital techniques to stay relevant in the evolving industry landscape. However, there is very little empirical study that examines students’ digital creativity as well as how it aligns with industry demand. Today, the ability to effectively integrate and utilise the technology and tools, as well as creative practices, has become a critical component of professional development, particularly in the creative field. Therefore, understanding the digital creativity competency levels of students, who represent the future workforce, is essential when developing curricula. This study aims to investigate the competency level of digital creativity possessed by art and design students, a crucial group of future practitioners in the creative industry, focusing on exploring their knowledge, skills, attitudes, and values for creative purposes. Data were collected through semi-structured interview sessions with 10 art and design students from both public and private universities in Penang, Malaysia. Thematic analysis of the findings reveals that art and design students' lack of knowledge in handling digital technology is one of the major obstacles for them to achieve optimal benefit. Students also revealed that they encountered difficulties in maintaining healthy technology use. While most students are highly motivated to be creative and make a social impact through their work, they also emphasise that it is crucial to learn more about content cyber risk management, especially in protecting their creative outcomes. Beyond integrating digital technology into creative education, these findings suggest the importance of providing curriculum adjustments and targeted training to enhance students’ advanced competencies and ensure their meaningful participation in the digital age.