Impact of teachers' digital competence on educational performance in public higher education in Peru: A quantitative analysis

Abstract

This study examines the relationship between teaching performance and digital competence in public higher education at a university in the central region of Peru. Given the increasing integration of technology in education, it is crucial to assess how teachers’ digital competencies influence their professional, personal, and social performance. A quantitative research approach was applied, employing a non-experimental, cross-sectional design. Multiple linear regression models were used to analyze the relationships between digital competence and teaching performance. The findings indicate that higher digital competence significantly enhances overall teaching performance. Notably, a non-linear convex effect was observed in teaching planning: excessive planning initially reduces personal and social performance (-4.440, p<0.001), but at optimal levels, it improves teaching effectiveness (0.138, p<0.001). Additionally, structured digital strategies positively impact student interaction and learning (0.638, p<0.01), while student satisfaction strongly correlates with teaching performance (0.873, p<0.001). These results underscore the necessity of continuous digital training programs for educators to optimize educational quality. The study provides empirical evidence supporting the development of educational policies that strengthen digital competence among teachers in public universities, ensuring more effective and engaging learning environments.