As the digital age takes hold, developing capabilities in the workplace has become imperative for employees to maintain their skills and, hence, their competitiveness in the labor market.

Digital technology
is reshaping how value is created across the economy, from operating processes and
business models to modes of labor coordination. Developing work capabilities suited
to the digital age is no longer an auxiliary advantage; it has become a prerequisite
for maintaining professional competitiveness in a volatile environment.

The convergence
and diffusion of AI, big data, cloud computing, and automation are rapidly shifting
occupational capability requirements. Many repetitive tasks are being replaced or
standardized, while new roles are emerging that demand digital skills, critical
thinking, and adaptability.

In practice, the
labor market is increasingly segmented by skill levels and access to learning opportunities.
Highly-skilled workers tend to move into higher positions – such as analysis, design,
management, and digital operations – while another segment congregates in flexible
service jobs with low barriers to entry.

Three pillars

In the digital age,
the key question is no longer “What do you know?” but “What can you do in a digital
environment?” and “How quickly can you relearn?” To address this, the knowledge-skills-attitudes
(KSA) framework remains useful, though the substance of each pillar has evolved.

First, knowledge
is no longer merely about “knowing” but about the ability to continually update,
filter, and restructure knowledge amid constant information flows. Second, skills
are not just about “being able to do” but about performing effectively on digital
platforms, using data, and collaborating efficiently with tools and AI. And third,
attitudes are no longer simply about being “positive” but about digital professional
discipline – data responsibility, security standards, rapid relearning, and openness
to feedback. When combined effectively, these three pillars generate work capabilities
that can be measured through efficiency, quality, and adaptability in practice.

The ways in which
knowledge, skills, and attitudes are developed and applied have changed significantly.
Knowledge is no longer confined to textbooks or lecture halls; it extends to online
learning platforms, AI tools, and global knowledge communities. As a result, knowledge
has become a high-speed, continuous flow, requiring learners to constantly update,
filter, and restructure what they absorb. Simply “knowing a lot” is no longer a
decisive advantage without critical thinking, questioning ability, and the capacity
to connect information to create new value.

Capability formation
is not linear – “learn first, then work” – but cyclical: absorption, practice, feedback,
and adjustment. In digital environments, this loop accelerates due to data, platforms,
and support tools, while simultaneously widening the gap between self-directed learners
and passive learners.

From knowledge to skills

The expansion of
digital technology in the workplace requires that workers possess relevant technological
knowledge within their professional fields, along with an understanding of safety,
cybersecurity, and legal frameworks related to digital technology. A marketing professional,
for example, must go beyond traditional advertising to master search engine
optimization (SEO), digital advertising, and customer data analytics.

Knowledge is foundational,
but without being translated into skills it remains abstract theory. Skills are
what operationalize knowledge and optimize work performance. A marketing professional
must not only understand marketing concepts but also be able to analyze data using
Google Analytics and leverage AI to personalize content.

Alongside the growth
of digital platforms, a capability to work remotely has become a common requirement.
The core issue is not simply “knowing how to use Zoom or Slack” but the ability
to coordinate work in digital environments: communicating context, objectives, and
deadlines clearly; providing timely progress updates; managing documents and versions
transparently; and formalizing decisions in writing to minimize misunderstandings.
These capabilities help sustain productivity and execution discipline when teams
are not co-located.

Technological innovation
and new business models are shortening skill lifecycles. Some skills become obsolete
quickly, while new demands emerge around data, platforms, and human-AI collaboration.
As a result, professional advantage increasingly depends on the ability to relearn
quickly and upgrade skills cyclically rather than relying solely on initial training.
Workers must therefore be prepared to step beyond their “comfort zone” and continually
refine their skill sets if they do not wish to be left behind.

Skills help operationalize
knowledge, but without the right attitudes, application can be ineffective or misdirected.
Attitudes are the core factor shaping how knowledge and skills are used, determining
levels of contribution, creativity, and adaptability in the face of change.

As technology continues
to evolve, workers must cultivate positive attitudes towards technology adoption,
a strong sense of responsibility, and the ability to collaborate in environments
built on shared knowledge and data. A learning-oriented mindset, which includes
a willingness to adapt, change working methods, and step outside the “comfort zone”
is essential for sustaining work capabilities in a rapidly-changing context.

Developing work capabilities

At its core, developing
work capabilities is a transformation process, from input knowledge to output capability.
This process takes place both in educational settings and in real-world practice.
It unfolds through five steps and represents a continuous journey requiring persistence,
proactive learning, and constant adaptation.

Step 1: Information acquisition

Learners absorb
new information about their desired industry or occupation through education, work,
and everyday experience. In the digital age, information is an asset, but without
proper filtering it can be misleading. The goal is not to consume more information
but to identify reliable sources and reduce errors in professional decision-making.

Step 2: Knowledge development

Turning information
into personal knowledge requires memorization, comprehension, explanation, assessment,
and real-world application. These processes deepen understanding and reveal knowledge
gaps. While the digital age enables faster and more flexible access to knowledge,
it also demands initiative and strong self-learning skills.

Step 3: Skills development

Skills are formed
by applying knowledge in specific contexts. Frequent and structured practice is
essential. Each skill requires tailored development methods, and in the digital
age skills must be continually updated through strategic practice, data use, AI
tools, and digital platforms. Linking skills to tangible outputs – such as reports,
dashboards, case studies, or short projects – helps transform “knowing” into “doing
well.”

Step 4: Attitude cultivation

In digital contexts,
attitude means digital professional discipline: respect for data, adherence to security
standards, transparency in digital workflows, openness to feedback, and continuous
improvement. Attitude functions as the “operating system” of capability, ensuring
stable and trustworthy outcomes.

Step 5: Capability formation

At this stage, knowledge,
skills, and attitudes are integrated into cohesive and flexible performance. This
marks the transition from learning to professional execution. While these five steps
establish essential work capability, specialization and practical experience further
shape distinctive occupational competence. In a digitally-transformed labor market,
capability is no longer defined by credentials alone, but by the ability to create
measurable value in digital environments.

In the digital age,
sustainable workers are not those who “know the most” but those who relearn the
fastest and create the clearest value. To prepare, individuals can begin with three
actions: identify the minimum digital capability set required in their field and
address gaps; build evidence of capability through projects and portfolios rather
than certificates alone; and establish short learning-doing-feedback cycles to continuously
upgrade skills.

(*) Dr. Pham Manh Hung and Dr. Nguyen Ngoc Quy are Lecturers at the University of Economics and Business, Vietnam National University, Hanoi

VET-Dr. Pham Manh Hung Dr. Nguyen Ngoc Quy (*)