Digital transformation is increasingly reshaping higher education, yet its implementation in national defense and security education (NDSE) is complicated by the practice-intensive, skills-based nature of the discipline. This study examined attitudinal readiness, technology-use patterns, perceived benefits, and implementation constraints in NDSE at Ho Chi Minh City University of Industry and Trade (HUIT), Vietnam. The study employed a descriptive cross-sectional institutional design. The primary survey component included 25 NDSE lecturers and 120 students; a separate infrastructure-readiness assessment involved 72 lecturers and management staff. Descriptive statistics were used to summarize frequencies and percentages, while document review, pedagogical observation, and contextual interview evidence were used to interpret the institutional setting. Results show that 76% of lecturers rated digital transformation as important or very important, while 79.2% of students agreed or strongly agreed that digital technology is beneficial for NDSE learning. LMS use among lecturers remained uneven: 24% reported frequent use, 44% occasional use, 28% rare use, and 4% no use. Among students, 62.5% reported using training-support applications regularly or occasionally, while 37.5% used them rarely. Infrastructure readiness was a major constraint: only 16.7% of respondents in the infrastructure assessment rated provision as fully adequate, whereas 31.9% rated it inadequate. The findings suggest that HUIT is at an early stage of digital adoption in NDSE rather than having achieved fully integrated digital transformation. Priorities include pedagogically focused digital-capacity development, improved connectivity and portable equipment for training spaces, interoperable learning and training-data systems, and staged implementation linked to institutional strategy.