Abstract

MONTENEGRO SEGOVIA, Carlos Vidal et al. Digital competencies and teaching performance: a correlational study in the university context. Revista InveCom [online]. 2026, vol.6, n.2, e602094.  Epub Sep 30, 2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.17048437.

This article examines the relationship between digital competencies (DC) and teaching performance (TP) in a university setting, with the aim of understanding how teachers' level of technological skills is linked to the quality of their academic work. It explores how digital capabilities influence key aspects of professional practice, such as mastery of the discipline, teaching skills, classroom management, and teacher self-efficacy. The research adopts a quantitative approach, with a non-experimental and correlational design, which allows relationships between variables to be identified without directly manipulating them. The sample consists of 420 graduate university teachers, selected intentionally, who were given a structured questionnaire as the main data collection tool. The results reveal a positive and significant correlation between digital competencies and teaching competencies, indicating that greater mastery of technological tools is associated with better teaching practices. In this sense, strengthening digital competencies not only promotes the efficient use of virtual environments, but also contributes to more dynamic, innovative, and relevant teaching in educational contexts that are increasingly mediated by technology.

Keywords : digital competence; teaching; higher education.

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