| Sumario: | This study will investigate the effects of technology, digital information competence, and metadata usage on the learning and research outcomes of Vietnamese university students, specifically at Vietnam National University, Hanoi (VNU). Using a quantitative approach, data were collected from 400 students via a purpose-designed 24-item questionnaire on a 5-point Likert scale. To analyze the data and test the research hypotheses, partial least squares structural equation modeling (PLS-SEM) was employed. The PLS-SEM results indicate that all hypotheses were accepted, confirming statistically significant relationships among the factors. Technology (TEC) exerts the strongest and most direct effect on Digital Information Competence (DIC), with the highest t-value of 32.523, indicating that technology use is foundational for strengthening digital information competence. The study also confirms that both digital information competence and technology positively influence Metadata Usage (MU). Addressing gaps in prior research, this work integrates three separate lines of inquiry into a single model and focuses on a multidisciplinary student population in Vietnam. The findings have important practical implications, suggesting that universities should prioritize not only technological investment but also training in metadata usage and digital information competence for students.
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