Against the backdrop of the accelerating digital transformation in education, school counseling services are encountering increasing demands for enhanced professional competencies among practitioners. This study aims to examine the current state of school counseling competencies among undergraduate students majoring in Social Work at Hung Vuong University within the context of digital transformation. A quantitative research design was employed, using a questionnaire-based survey administered to a sample of 90 Social Work students. The measurement instrument comprised 22 observed items across five competency domains: (1) professional awareness and disciplinary knowledge; (2) school counseling skills; (3) professional ethics and professional attitudes; (4) digital technology competence; and (5) self-assessment and professional development competence. Data were analyzed using descriptive statistics, Cronbach’s Alpha for reliability testing, independent-samples t-tests, and Pearson correlation analysis. The findings reveal that students’ overall school counseling competence was at a moderately high level (M = 3.40/5). Stronger performance was observed in the domain of professional ethics and attitudes, whereas notable limitations were identified in school counseling skills, self-assessment and professional development competence, and digital technology competence. The competency domains demonstrated moderate to relatively strong positive correlations. These results underscore the necessity of integrated and competency-based training approaches to strengthen school counseling competencies among Social Work students in response to the demands of digital transformation in education.