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transformation in Vietnam and to offer insights for policymakers, researchers, and
practitioners seeking to promote sustainable digital agriculture.
2. Literature review
Research on digital agriculture increasingly highlights the importance of digital
literacy as a prerequisite for farmers to effectively adopt and utilise digital technologies. A
systematic review conducted by Arangurí et al. (2025) shows that studies on digital
literacy in agriculture span multiple regions, particularly Europe, Asia, and Latin America,
providing a broad global perspective on the topic. The review indicates that digital
technologies such as sensors, Internet of Things (IoT) systems, drones, and digital
platforms have significantly improved agricultural decision-making, resource efficiency,
and access to real-time information. However, the widespread adoption of these
technologies remains constrained by several challenges, including limited technological
infrastructure in rural areas and insufficient access to technical training tailored to
agricultural contexts.
The literature further emphasises that digital literacy in agriculture extends beyond
basic technical skills. Empirical studies included in the review employed various research
methods, such as structured surveys, semi-structured interviews, checklists, and
econometric analyses, to examine the relationship between digital literacy and
technology adoption. These studies demonstrate that farmers’ ability to adopt digital
technologies is influenced not only by technical competencies but also by broader social,
institutional, and contextual factors (Arangurí et al., 2025). In addition, the development
of digital literacy is closely linked to demographic characteristics and social environments.
Factors such as age, educational level, access to technological infrastructure, and
community context significantly influence digital skill development. Peer learning and
neighbourhood effects also facilitate the diffusion of digital knowledge within rural
communities. Importantly, digital literacy and technology adoption reinforce each other,
as higher digital literacy promotes technology adoption while continued technology use
further strengthens farmers’ digital competencies (Arangurí et al., 2025).
Beyond digital literacy, a substantial body of literature has examined the broader
determinants influencing farmers’ adoption of digital technologies. Cui and Wang (2023)
identified nineteen key factors affecting the adoption of on-farm digital technologies,
which can be categorised into five major groups: socioeconomic, agroecological,
technological, institutional, and psychological or behavioural factors. Socioeconomic
determinants include farmers’ age, education level, income, and farming experience,
while agroecological factors relate to environmental conditions and farm characteristics.
Technological factors refer to the perceived complexity, compatibility, and reliability of
digital technologies, whereas institutional determinants include government policies,
extension services, and the availability of technical support. Psychological and behavioural
factors involve farmers’ attitudes toward technology, risk perceptions, and behavioural
intentions regarding innovation adoption (Cui & Wang, 2023).
Meta-analyses of agricultural technology adoption provide additional evidence
regarding these determinants. Ruzzante et al. (2021) found that several variables
consistently influence adoption across different agricultural technologies, including
education, farm size, access to credit, land tenure security, contact with extension agents,
and membership in farmers’ organisations. Education enhances farmers’ ability to
interpret information and respond to technological innovations, while extension services
complement formal education by facilitating knowledge transfer and learning. Farm

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