This paper explores the integration of digital competence in teaching and learning research skills within the University 4.0 paradigm, emphasizing its applicability in educational contexts outside technical disciplines. University 4.0, aligned with Education 4.0, frames research as a central element, fostering creativity, innovation, and continuous learning. The study assesses self-perceptions of digital competencies among graduate and postgraduate Educational Sciences students in Argentina, focusing on their ability to utilize digital tools essential for research in humanistic fields. Employing a mixed-method approach, data was collected through an online survey, examining self-perceived digital competence and the extent to which it aligns with the requirements of modern research practices. Results reveal gaps in digital proficiency, even in basic computing commands, more notoriously at graduate than postgraduate levels. These findings underline challenges in adapting digital tools in educational careers distant from engineering, stressing the need for targeted interventions to achieve the Student 4.0 model. The study contributes to understanding digital literacies’ role in fostering research skills, emphasizing the necessity for university programs to offer transformative opportunities that address digital gaps and align with evolving educational paradigms. It highlights critical implications for curriculum design in fostering digital competence as a cornerstone for future educational leadership and innovation.