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
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