Kesenjangan Digital Skill dalam Kurikulum: Persepsi Mahasiswa Ekonomi dan Bisnis pada Dua Perguruan Tinggi di Indonesia

Abstract

The development of digital skills has become one of the prominent issues in contemporary higher education, particularly in developing countries, where the gap between graduates’ competencies and labour market demands continues to widen. This study examines two interrelated dimensions: how undergraduate Economics and Business students perceive curricular support for digital skill development and the extent to which their digital skill needs are fulfilled during their studies. Using a cross-sectional survey with a descriptive-comparative approach, data were collected from 96 respondents at two Indonesian higher education institutions, namely ITS Mandala Jember and UIM Lampung Selatan, through a structured Likert-scale questionnaire. The results indicate that students generally hold positive perceptions of the curriculum, with a mean score of 3.61 (High category), while the fulfilment of digital skill needs is slightly lower at 3.50 (High category). Item-level analysis shows that practical digital applications and support for collaborative work received the most positive perceptions, whereas curriculum responsiveness to emerging technologies and the integration of advanced digital skills obtained the lowest scores. Qualitative responses identified data analysis, artificial intelligence, and digital marketing as the most underserved skill domains. Institutional differences were also observed, with UIM Lampung Selatan obtaining higher scores on both dimensions. In addition, a statistically significant gender gap was found in curriculum perceptions (p = 0.022), with female students evaluating the curriculum more positively than male students. These findings provide a basis for curriculum reform, faculty development, and future investment in digital infrastructure.