Digital transformation has become pivotal for enhancing efficiency and sustainable development in animal husbandry. However, this presents challenges to higher education in animal science, necessitating substantial modifications in education and training to ensure that students acquire the competences required to adapt to this digital transformation. Although previous research has called for curriculum updates, such as incorporating digital technologies learning, empirical support has been lacking. Specifically, the updates to the objectives, content, activities, and assessments of the animal science curriculum lack direction due to a limited understanding of the current status of students and their needs and expectations. This study, therefore, used a mixed-methods survey, focusing on assessing three aspects: digital self-efficacy, technological literacy, and students’ perspectives on digital transformation and curriculum updates. It involved animal science students from two agricultural universities in China and received 267 valid responses. Data analysis included descriptive analysis and thematic analysis. This study revealed that animal science students showed lower confidence in digital content creation, safety practices, and problem-solving, and had a limited understanding of digital technologies in animal husbandry. However, they were aware of the trend toward digital transformation and recognized the inadequacy of their current knowledge and skills. Students also expressed enthusiasm for integrating digital technologies into animal husbandry production and strongly advocated for incorporating digital elements into their curriculum content. The findings of this study provide empirical evidence for the necessity, urgency, and direction of integrating digital technology learning into animal science curricula. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
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