This preprint presents findings from an empirical study investigating university educators’ self-perceived digital competence within higher education using the DigCompEdu framework. Based on primary survey data collected from faculty members in a Bangladeshi university, the study assesses digital competence across multiple DigCompEdu domains and examines how socio-demographic and professional characteristics relate to variations in competence levels. By providing evidence from a developing-country context, the study contributes to the growing body of research on digital competence in higher education and demonstrates the relevance of the DigCompEdu framework for assessing educators’ digital capabilities in diverse educational settings.