Resumo

ILQUIMICHE-MELLY, Jorge Luis et al. Digital government's impact on academic performance and service quality: Evidence from a peruvian graduate education unit. e-Rev. Multidiscip. Saber [online]. 2026, vol.4, e-RMS04042026.  Epub 20-Maio-2026. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v4i.380.

The study discusses how the implementation of digital government influences the academic performance and service perceptions of graduate students at a public university in Peru. Data were collected from 167 graduate students using a quantitative, non-experimental, cross-sectional correlational-causal design and validated tools with Cronbach's alpha exceeding 0.95. Spearman correlation analyses found statistically significant positive relationships between digital government and academic performance (ρ = 0.240, p < 0.01) and between digital government and service quality (ρ = 0.330, p < 0.01). The strongest came between technology implementation and this latter factor (ρ = 0.443, p < 0.01). A paradoxical finding was that while 73% of the subjects rated digital government as efficient, 67% found its actual impact to be low, indicating substantial gaps between the availability of infrastructure and perceived educational value. These results suggest that digital government can enhance learners' academic performance and the experiences of subjects, but without a strong focus on users or organizational change, its potential remains limited. In this way, these findings provide targeted directions for educational management and policymaking when we design future digital reform schemes.

Palavras-chave : digital government; e-government; academic performance; service quality; higher education evaluation; educational technology assessment.

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