In the contemporary world of digitalisation, comprehensive digital competence (DC) is and should be an integral part of students' repertoire to guarantee not only academic but also professional success. However, the level and requirements for DC may vary within specific educational contexts, especially in culturally oriented institutions. This study examined the reliability, validity, and applicability of the DigComp framework in assessing DC among university students from Islamic and general education institutions in Brunei. Using quantitative data (N = 439) collected through an online survey, we employed confirmatory factor analysis, validity, and reliability measures, with findings showing excellent model fit and strong psychometric properties across both samples. The study's results also reveal variations in DC levels, with students reporting lower self-assessment scores in Digital Problem Solving and Content Creation, suggesting these competencies present more challenges. On the other hand, Digital Safety and Communication and Collaboration had higher scores and showed less challenge in the acquisition of the competencies. These findings underscore the need for balanced development across all DC competencies, aligning with DigComp's holistic vision. The study contributes theoretically by validating DigComp in diverse educational contexts and practically by providing a tool to inform curriculum and policy, supporting inclusive, adaptable digital literacy strategies across varied educational systems.