The rapid digital transformation of higher education has increased the importance of technological competencies among university faculty members. This study aimed to investigate the level of technological competencies among faculty members in Malaysian universities and examine whether significant differences exist according to years of teaching experience, academic rank, and gender. A quantitative descriptive survey design was employed, and data were collected using a structured questionnaire measuring three dimensions of technological competencies: Basic Computer Operation Competencies, Internet and Web Resource Utilization Competencies, and Information Technology Application Competencies. The collected data were analysed using descriptive statistics, independent samples t-tests, and one-way analysis of variance (ANOVA). The findings revealed that faculty members demonstrated a high overall level of technological competencies (M = 4.09, SD = 0.64). Among the competency domains, Internet and Web Resource Utilization Competencies recorded the highest mean score (M = 4.23, SD = 0.64), followed by Basic Computer Operation Competencies (M = 4.10, SD = 0.66) and Information Technology Application Competencies (M = 4.00, SD = 0.79). The results further indicated that there were no statistically significant differences in technological competencies based on years of teaching experience or academic rank (p > 0.05). Regarding gender, a statistically significant difference was found only in Basic Computer Operation Competencies (t = 1.99, p = 0.048), favouring female faculty members, while no significant gender differences were observed in the remaining domains or the overall competency score. The study concludes that faculty members in Malaysian universities possess strong technological competencies and have successfully adapted to the digital demands of contemporary higher education. However, continuous professional development is recommended to strengthen advanced technology application skills, particularly in areas such as data analytics, artificial intelligence, and emerging educational technologies. These findings contribute to ongoing efforts to support digital transformation and enhance educational quality in Malaysian higher education institutions.
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