The rapid advancement of digital technologies has transformed the landscape of higher education, necessitating the development of digital competence among students to ensure their academic success and future employability. This study investigates the effectiveness of massive open online course (MOOC)-based flipped classrooms in fostering digital competence among freshmen at TUTE. It explores the relationships between digital competence, student digital competencies learning motivation, and digital competencies learning progress in this learning environment. A quantitative-method approach was employed, and quantitative data was collected through pre-and post-test assessments, survey data was obtained it was designed to measure Digital competence skills influenced by the MOOC-based-flipped classrooms approach. The findings reveal a significant improvement in digital competence across various skill categories, including general digital concepts, operational skills, creativity, information navigation, mobile device skills, and social skills. Additionally, a strong positive correlation was found between digital competence and both motivation and Digital competencies learning progress. These results indicate that the MOOC-based flipped classroom model is effective in enhancing digital competence among freshmen and supports the notion that developing digital competence is essential for academic success. Based on the study's findings, several recommendations for future research and educational practice are proposed. These include conducting longitudinal studies to assess the long-term effects of MOOC-based flipped classrooms on digital competence development, incorporating this approach into curricula, exploring its effectiveness in diverse educational contexts, tailoring learning materials and instructional strategies to individual student needs, providing adequate training and support for educators, and ensuring the necessary technological infrastructure is in place. This study contributes to the growing body of literature on the impact of innovative pedagogical approaches in higher education, particularly those that leverage digital technologies to enhance learning outcomes. The results support the adoption of MOOC-based flipped classrooms as a promising strategy for fostering digital competence, which is crucial for students' academic success and future career prospects in the digital era.