Teachers' digital competence and its correlate with student a cademic attainment: a quantitative inquiry in university communication sciences education- Peru

Abstract

The present empirical inquiry elucidated the intricate interplay between Educators' Digital Competence and the academic attainment of undergraduate Communication Sciences scholars within a prestigious Peruvian tertiary institution. Adopting a rigorous quantitative paradigm characterized by a cross-sectional, correlational architecture, the empirical investigation scrutinized thirteen distinct virtual pedagogical environments. Data acquisition was executed via twin validated psychometric instruments: an institutional self-assessment inventory anchored in the MetaRed framework to gauge faculty digital proficiency, and the University Academic Performance Scale (RAU) to quantify scholarly achievement—both demonstrating immaculate internal consistency (Cronbach’s α = 0.930 and 0.753, respectively). The descriptive metrics evinced that 53.85% of the faculty exhibited paramount digital mastery, whilst the remaining 46.15% demonstrated intermediate proficiency, devoid of any rudimentary deficiencies. Concurrently, student academic efficacy clustered exclusively within superior (61.54%) and moderate (38.46%) strata. Dimensional scrutiny underscored an extraordinary zenith in scholarly assiduity (84.62% high) alongside a marked attenuation of pedagogical resource disorganization (61.54% low). Ergo, it is formally deduced that profound faculty technological dexterity functions as an indispensable catalyst, galvanizing intellectual engagement, proactive erudition, and superlative academic triumph.