Page 740 - ISC PROCEEDINGS 21.4

The linkages between the state, enterprises, research institutes and universities are not
yet tight. The legal framework to promote the development of digital human resources is
not yet outstanding. Issues concerning data protection, information safety, intellectual
property and testing new technologies (sandboxes) need to be further perfected to
create momentum for digital human resource development.
Thirdly, challenges from international competition and integration. In the context of
a globalized labor market, digital human resources can work across borders; international
technology corporations have the capacity to attract talented personnel from Vietnam,
leading to a "digital brain drain." ASEAN countries such as Singapore, Malaysia and
Thailand are heavily investing in digital human resources, creating immense competitive
pressure in attracting investment and talent. Furthermore, shortened technology cycles
render skills quickly obsolete, requiring the training system to transition from a "one-time
training" model to "lifelong learning."
Thus, it can be seen that Vietnam's greatest challenge is not merely a quantitative
shortage of digital human resources, but the problem of synchronization among training,
institutions, the labor market and international integration. If these bottlenecks are not
effectively resolved, the transition to a digital economy will lack a solid human capital
foundation, reducing endogenous growth capacity and national competitiveness in the
digital era.
6.2. Some solutions
First, innovating the education and training system towards modernization,
contributing to enhancing digital capabilities. Educational and training innovation is
considered a foundational and decisive solution for the sustainable development of
digital human resources. In the digital economy context, education should not only
transmit knowledge but also focus on forming digital capabilities, digital thinking, and the
ability to adapt to a rapidly changing technological environment. On one hand, it is
necessary to strongly promote digital transformation within the education system, from
school governance and teaching methods to learner assessment. On the other hand,
training content and curricula must be innovated towards integrating digital skills, data
science, computational thinking and creative capacity into various training disciplines and
fields, not limited solely to the information technology sector.
Second, developing digital skills for the entire workforce. A crucial characteristic of
the digital economy is the broad spillover effect of digital technology into all fields and
professions. Therefore, developing digital human resources cannot focus solely on a small
group of high-tech workers but must aim to elevate digital skills for the entire labor force.
Basic digital skills must be identified as an essential competence for workers in the digital
era, akin to reading and writing skills in previous development stages. On that basis,
universal digital skill programs need to be implemented broadly and flexibly, through
both in-person and online formats. The development of digital skills should not only be
conducted within training institutions, but enterprises must also be encouraged to
directly participate in this process.
Third, attracting, utilizing and developing digital talent. Within the structure of
digital human resources, the digital talent pool plays a particularly vital role, serving as
the leading force in innovation, core technology development and the construction of
national digital platforms. Developed countries worldwide implement strategies
prioritizing the attraction and utilization of digital talent. Specifically: establishing
mechanisms to identify and utilize digital talent based on capabilities and practical results,

739