Technological competencies and the

academic performance of

university students

Competencias tecnológicas y el desempeño

académico de los estudiantes universitarios

How to cite: Acosta, F. S. F. (2025). Technological competencies and the academic performance of uni-

versity students. Revista Digital de Investigación y Postgrado, 6(11), 101-113. https://doi.org/10.59654/

j0x9nc08

101

* Ph.D. in Educational Sciences and Postdoctoral Degree in Management for Higher Education. Biology Teacher,

Universitdad del Zulia, Maracaibo - Venezuela. Email: savier.acosta@gmail.com

Revista Digital de Investigación y Postgrado, 6(11), 101-113

Electronic ISSN: 2665-038X

Received: July 17, 2024 Accepted: September / 5 / 2024

Savier Fernando Acosta Faneite

https://orcid.org/0000-0003-2719-9163

Maracaibo, Zulia state / Venezuela

https://doi.org/10.59654/j0x9nc08

Abstract

The objective of the study was to establish the relationship between digital competencies and

university teacher performance. The methodology was based on the positivist paradigm with a

quantitative approach. The research was basic, descriptive and correlational. The non-experi-

mental and cross-sectional design included a sample of 87 students from a public university in

Maracaibo, Venezuela selected by convenience. The survey was used as the data collection te-

chnique, applying a questionnaire whose reliability was high (Cronbach's alpha = 0.975). The

data were processed using SPSS software. The results indicated a moderate positive correlation

(Spearman = 0.356) between the variables, suggesting that, as teachers' digital skills increase,

their performance improves. In conclusion, the development of teachers' digital skills contributes

to improving educational quality in the university context.

Keywords: Competencies, digital competencies, teaching performance, university professor.

Resumen

El estudio tuvo como objetivo establecer la relación entre las competencias digitales y el de-

sempeño del docente universitario. La metodología se fundamentó en el paradigma positivista

con un enfoque cuantitativo. La investigación fue de tipo básica, descriptiva y correlacional. El

diseño no experimental y transversal incluyó una muestra de 87 estudiantes de una universidad

pública en Maracaibo, Venezuela seleccionados por conveniencia. Se utilizó la encuesta como

técnica de recolección de datos, aplicándose un cuestionario cuya confiabilidad fue alta (Alfa

de Cronbach = 0,975). Los datos se procesaron mediante el software SPSS. Los resultados in-

dicaron una correlación positiva moderada (Spearman = 0,356) entre las variables, sugiriendo

que, a medida que aumentan las competencias digitales de los docentes, su desempeño me-

jora. En conclusión, el desarrollo de las habilidades digitales de los profesores contribuye a me-

jorar la calidad educativa en el contexto universitario.

Palabras clave: competencias, competencias digitales, desempeño docente, docente universitario.

Introduction

In the current context of the educational process, the use of technology has become essential,

as it facilitates students' acquisition of knowledge. Acosta & Fuenmayor (2022) highlight that In-

formation and Communication Technologies (ICTs) have profoundly revolutionized how university

educators seek and manage the content needed for their teaching. These technological advan-

cements not only improve access to information but also foster greater interactivity and colla-

boration in the educational realm, thereby enhancing the quality of both learning and teaching.

Therefore, higher education teachers must possess digital competencies. According to Centeno

(2021), these competencies are defined as a set of knowledge, skills, and abilities associated

with the use of technologies in educational environments, facilitating the achievement of curri-

102 Savier Fernando Acosta Faneite

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103

Technological competencies and the academic performance of university students

cular goals and competencies. In this regard, Sánchez et al. (2022) emphasize that digital com-

petencies include aspects related to hardware, software, school organization and management,

the use of ICTs, and the social, ethical, and legal elements associated with their use.

Meanwhile, Cateriano et al. (2021) point out that, globally, many teachers face difficulties in sear-

ching for relevant data and information. As a result, many educators rely solely on Google as

their main search tool and are unfamiliar with the use of databases, institutional repositories,

and advanced searches with Boolean operators to access quality information. This lack of skills

limits their ability to access appropriate academic resources and reduces the quality of infor-

mation used in their teaching practice.

In this context, Cobos et al. (2020) indicate that there are global gaps in the use of technology

for academic purposes and the dissemination of information. This is because many educators

lack knowledge on how to select appropriate resources and effectively use search engines to

choose topics aligned with students' research needs and academic levels.

Similarly, Díaz & Serra (2020) suggest that it is difficult to determine to what extent teachers

misuse the Internet when searching for information. This may be due to a lack of necessary

skills to fully utilize technologies in teaching or awareness of the variety of search engines avai-

lable for consulting scientific information. Consequently, many teachers resort exclusively to tra-

ditional methods for finding quality scientific information, which impacts their classes and may

negatively affect students' educational progress.

For this reason, Espinoza (2020) highlights the importance of educators knowing and using

academic search engines such as Google Scholar and Microsoft Academic, which provide access

to peer-reviewed articles and books. Scientific journals on platforms like PubMed, IEEE Xplore,

and JSTOR, as well as databases like Scopus, SciELO, Dialnet, and Redalyc, offer specialized and

high-quality research. In addition, academic networks such as ResearchGate and Academia.edu

facilitate collaboration and access to publications and scientific websites offering high-quality

reports and studies.

In this context, Baldomero (2022) emphasizes that the digital competencies of higher education

teachers include information literacy, essential for navigating, filtering, and managing digital in-

formation. He also highlights the importance of online communication and collaboration, in-

volving interaction and proper use of netiquette. Another key competency is digital content

creation, which requires integrating platforms and respecting copyright. Additionally, Díaz &

Loyola (2021) note that these digital competencies include data search and management, per-

son-to-person interaction, and data protection. They also highlight the importance of techno-

logical skills that enable teachers to search for and filter relevant information while applying

effective strategies for virtual teaching.

On the other hand, Flores & Garrido (2019) underline that in Latin America, teachers must de-

velop digital, communicative, intellectual, and ethical skills to ensure student learning. Likewise,

104 Savier Fernando Acosta Faneite

Mancha et al. (2022) argue that the new educational environment presents the challenge of

acquiring knowledge about the use of technologies, which are fundamental tools for consulting,

producing, and distributing educational content.

In this regard, Pérez (2017) asserts that to use ICTs correctly and effectively, it is necessary to

improve teachers' digital skills. Therefore, in the educational environment, it is crucial to create

an appropriate connection between the use of ICTs, pedagogy, and strategies that integrate

education and technology.

Zabalza & Zabalza (2020) describe that education based on the digital competence approach

is a recent concept that significantly differs from traditional teaching in terms of concepts, met-

hods, and practices. Its purpose is to promote the acquisition of skills that enable individuals to

succeed in various contexts, including economic, labor, social, and academic.

In this respect, Acosta & Barreto (2023) note that education aims to respond to the new know-

ledge and information society; therefore, teachers need to acquire digital skills that allow them

to learn how to use technological tools properly. In this sense, Sánchez & Carrasco (2021) argue

that additional training on using technology in the classroom is necessary to foster a critical at-

titude toward creating, using, and legally managing content. Hence, teachers should learn to

use these resources to be more creative and apply them in various areas of learning.

Moreover, Puche & Acosta (2024) state that in Venezuela, mechanisms must be implemented

to transform and develop education, technology, and science, promoting the development of

life skills. They also emphasize that schools must respond to societal needs, meaning the edu-

cational process should be approached from a holistic perspective. This involves managing each

academic process to facilitate students' effective learning.

In this context, Díaz & Castillo (2017) highlight that excellent and effective teaching management

will develop students' cognitive, affective, and psychomotor skills, rather than merely imparting

information. Similarly, Acosta & Barrios (2023) indicate that teachers should stimulate learning,

contextualize content, and integrate students into instructional design.

Furthermore, Rojas & Arévalo (2022) note that teacher performance is closely linked to the

quality of education. Therefore, teachers must plan and formulate a professional activity plan

that aligns with the context, educational process, and evaluation indicators. It is also crucial to

consider both external and internal educational factors and integrate technological practices

to improve teaching quality.

Additionally, Oviedo & Páez (2020) emphasize that teacher performance is linked to digital,

cognitive, and affective competencies, directly impacting educational quality. Soria et al. (2020)

affirm that optimal teacher performance is evident when educators have a strong command of

content, employ effective pedagogical mediation, and use instructional and evaluative resources

tailored to students' needs.

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In this context, Arenas et al. (2021) argue that for effective teaching performance, educators

must possess digital competencies, which enable them to stimulate learning, contextualize con-

tent, and integrate students into the educational process. Cabero & Martínez (2019) highlight

that the Internet provides informational resources and a fast communication platform between

teachers and students. Furthermore, Acosta (2022) emphasizes that integrating the Internet,

multimedia technologies, and gamification is key in virtual teaching, noting the growing support

among teachers for online collaboration, multimedia use, and diversified assessment methods.

On the other hand, Carretero (2021) argues that there is a gap between knowing and doing.

However, various studies and scientific literature have demonstrated that an appropriate ins-

tructional design incorporating technologies offers several pedagogical benefits for more ef-

fective teaching. In this regard, García et al. (2021) emphasize that the use of technologies such

as Virtual Learning Environments (VLE) in higher education presents multiple advantages.

Among these are the ability to reach a larger number of users, as well as providing flexibility in

scheduling, monitoring, and tracking students' learning progress.

Given the above, it can be stated that digital competencies are closely related to teacher per-

formance. Educators must plan and organize their strategies according to educational objecti-

ves, manage available resources, adjust time and school environments, and enhance learning

with the support of technology. This contributes to the development of competencies establis-

hed in the curriculum design, optimizing the educational process, and promoting more effective

learning tailored to current needs.

In this sense, it has been observed that some university professors in Maracaibo, Zulia, Vene-

zuela, exhibit weaknesses in using technological tools, predominantly opting for traditional tea-

ching methods. Despite technological advancements and current market demands, these

teachers tend to repeat familiar methods and focus on student memorization. This situation

may be attributed to a lack of digital competencies, as well as limited access to the internet, di-

gital platforms, and technological equipment—tools essential for significantly improving tea-

ching and learning.

Another relevant aspect is age, as many of these educators are over 50 years old and have not

been technologically literate. Most possess only basic digital skills and need improvement in

searching for information on specialized platforms, using virtual libraries, and managing quality

academic information. This lack of digital skills negatively impacts teachers' performance, af-

fecting their ability to plan and assess their practices, which could, in turn, influence students'

academic performance. Based on the issues described above, the objective of the study was to

establish the relationship between digital competencies and university teacher performance.

Methodology

The study was based on the positivist paradigm and employed a quantitative approach, as the

primary goal was to measure and analyze the relationship between digital competencies and

Technological competencies and the academic performance of university students

106 Savier Fernando Acosta Faneite

teaching performance in a university context. According to Hernández & Mendoza (2018), this

approach allows for the collection and analysis of numerical data, providing a solid foundation

for the objective interpretation of results.

This was a basic research study, aimed at generating theoretical knowledge and a deeper un-

derstanding of the phenomenon under investigation, without the immediate intention of ap-

plying this knowledge in a practical context. The descriptive level, as Arias (2016) explains, offers

a clear and comprehensible view of the variables involved. The study focused on a detailed

characterization of university teachers' digital competencies and their performance, allowing

for a deeper understanding of professors' digital skills and how these influence their academic

performance.

The scope of the study was correlational, enabling an examination of the relationship and degree

of association between teachers' digital competencies and their performance. As noted by Her-

nández & Mendoza (2018), this type of study is essential for identifying patterns and connections

between variables without necessarily establishing direct causality.

The study design was field-based, as it was conducted in the location where the problem oc-

curred. Additionally, it was classified as non-experimental because independent variables were

not manipulated but observed as they naturally occurred in their environment. The cross-sec-

tional nature of the design meant that data was collected at a single point in time, offering a

snapshot of the state of digital competencies and teaching performance at a specific moment.

The sample consisted of 87 university students from a public university in Maracaibo, Zulia, Ve-

nezuela. These students were selected through non-probabilistic convenience sampling. This

sampling method was chosen for its ease of access to participants and the feasibility of the

study given the time and resource constraints. Although non-probabilistic, this approach pro-

vided relevant and valuable information about the topic under investigation.

It is important to note that no specific university was mentioned in the study to ensure the ge-

neralization and validity of the results. By not specifying the institution, biases related to specific

university characteristics were avoided, allowing the findings to be applicable to other similar

institutions. This approach minimized confidentiality risks and focused the study on the main

subject rather than institutional details, facilitating comparison with other studies and contribu-

ting to a broader, more generalizable knowledge base.

Inclusion criteria required that participants be university students currently enrolled in higher

education programs at the selected institution, with at least a basic level of digital competencies.

Informed consent was provided to students, detailing the purpose of the study and their rights,

including confidentiality and the option to withdraw if they did not wish to complete the survey.

First-year students were excluded due to their lack of relevant experience with teaching perfor-

mance and digital competencies. Additionally, those unable to provide full informed consent

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or with limited exposure to digital competencies were excluded to maintain the validity of the

study's results.

For data collection, the survey technique was used, and the instrument was a structured digital

questionnaire containing specific information on the relevant variables, dimensions, and indi-

cators for the study. This enabled a systematic and organized collection of data. The reliability

of the questionnaire was confirmed through Cronbach's Alpha coefficient, which yielded a value

of 0.975, indicating high reliability and internal consistency of the instrument used.

The collected data were processed using SPSS version 27, a robust statistical tool that facilitated

a detailed analysis of the relationships between digital competencies and teaching performance.

This software allowed for both descriptive and inferential analyses, providing a solid foundation

for the study's conclusions.

Results

After processing the data, descriptive analyses were conducted to provide an overview of the va-

riables. Subsequently, inferential analysis methods were applied to evaluate the correlation between

digital competencies and university teaching performance. This approach allowed for a detailed

examination of the relationship between the two variables and how they interrelate. Below are the

tables with the results, which clearly illustrate the connection between teachers' digital competencies

and their performance in the university context, offering a comprehensive view of the findings.

Table 1

Digital Competencies

Note: Own elaboration (2024).

Table 1 presents the results for the variable "digital competencies" along with each of its dimen-

sions. It is observed that 85.1% of the respondents consider that professors’ "search and mana-

gement" of information is at a moderate level, while 14.9% express that it is deficient. Regarding

the "information literacy" dimension, 82.8% of the participants believe that teachers have a mo-

derate level, while 17.2% indicate it is deficient.

Technological competencies and the academic performance of university students

Levels

Search and

management Information literacy Communication and

development Digital content

creation

F % F % F % F %

Deficient 13 14,9 15 17,2 30 34,5 16 18,4

Moderate 74 85,1 72 82,8 53 60,9 61 70,1

Efficient 0 0 0 0 4 4,6 10 11,5

Total 87 100 87 100 87 100 87 100

108 Savier Fernando Acosta Faneite

For the "communication and development" dimension, 60.9% of respondents think that pro-

fessors are at a moderate level, while 34.5% believe it is deficient. Finally, in the "digital content

creation" dimension, 70.1% of respondents state that professors are at a moderate level, with

18.4% considering them deficient.

Table 2

University Professors' Performance

Note: Own elaboration (2024).

Table 2 displays the results for the variable "teaching performance" with its dimensions. It is ob-

served that 50% of the respondents consider that teachers' "content mastery" is at a moderate

level, 30.7% deem it efficient, and 19.3% rate it as deficient. Regarding the "pedagogical me-

diation" dimension, 52.3% view it as moderate, 35.2% consider it efficient, and 12.5% rate it as

deficient.

For the "use of instructional resources" dimension, 46.6% of respondents place it at a moderate

level, and 38.6% find it efficient; however, 14.8% categorize it as deficient. Finally, in the "con-

textualized evaluation" dimension, 58% of respondents indicate that professors are at a mode-

rate level, 22.7% consider it efficient, and 19.3% rate it as deficient.

Table 3

Correlation between digital competencies and university professors' performance.

Note: Own elaboration (2024).

Niveles Content mastery Pedagogical

mediation

Use of instructional

resources

Contextualized

evaluation

F % F % F % F %

Deficient 17 19,3 11 12,5 12 14,8 17 19,3

Moderate 44 50 45 52,3 41 46,6 51 58

Efficient 26 30,7 31 35,2 34 38,6 19 22,7

Total 87 100 87 100 87 100 87 100

Digital

competency

Teaching

performance

Spearman's

Rho

Digital

competency

Correlation coefficient 1 0,356**

Significance (Two-tailed) - 0,001

N 87 87

Teaching

performance

Correlation coefficient 0,356** 1

Significance (Two-tailed) 0,001 -

N 87 87

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Table 3 reflects the results analyzing the relationship between the variables "digital competen-

cies" and "teaching performance" using Spearman's correlation coefficient, a suitable method

for evaluating relationships between ordinal variables or when a normal distribution of data

cannot be assumed. This statistical technique allowed for the measurement of the strength and

direction of the association between the study's variables of interest.

The results show that the Spearman correlation coefficient between digital competencies and tea-

ching performance is 0.356. This value indicates a moderate positive correlation, suggesting that

as digital competencies of teachers increase, their performance tends to improve as well. The two-

tailed significance associated with this coefficient is 0.001, indicating that this correlation is statistically

significant, meaning that the likelihood of this result being obtained by chance is very low.

The Spearman correlation analysis reveals a positive and significant correlation between digital

competencies and teaching performance. This provides empirical evidence of how the deve-

lopment of digital competencies positively impacts the quality of teaching performance. It high-

lights the importance of fostering these skills in the current educational context to improve

teaching effectiveness. The high reliability of the questionnaire used and the detailed data analy-

sis through SPSS software enhance the validity of these findings and provide valuable recom-

mendations for educational practice and institutional policy formulation..

Discussion

The results obtained in this study support the assertions of Callejas et al. (2016), who emphasize

that digital competencies for educators include a crucial set of knowledge and skills necessary

to effectively integrate technology into the educational environment. These competencies are

fundamental for achieving teaching objectives, enhancing teachers' ability to facilitate learning

and adapt to the demands of the modern educational context.

This aligns with the view of Flores & Garrido (2019), who describe digital competencies as an

organized and creative set of technologies that facilitate student learning. Additionally, Callejas

(2016) argues that digital literacy involves not only the development of skills but also the acqui-

sition of knowledge, attitudes, values, and ethics in the use of ICT, with the aim of maximizing

the use of resources available on the Internet.

Baldomero (2022) highlights that digital competencies for higher education instructors include in-

formation literacy, which encompasses the ability to navigate, filter, evaluate, and manage digital in-

formation. The importance of digital communication and collaboration is also emphasized, involving

online interaction, participation, and collaboration, as well as the use of netiquette and digital identity

management. Digital content creation is another key competency, involving the integration and re-

finement of platforms, content development, and adherence to copyright and licensing regulations.

Acevedo et al. (2020) add that acquiring these digital competencies is crucial in the 21st century,

as it facilitates information searching, collaboration, content creation, and the design of met-

Technological competencies and the academic performance of university students

110 Savier Fernando Acosta Faneite

hodological strategies to optimize learning. Castro & Artavia (2020) also highlight how these

skills enhance administrative tasks and teaching organization, promoting the comprehensive

development of students.

Díaz & Loyola (2021) complement this view by noting that digital competencies include internet

searching, data management and evaluation, interpersonal interaction, content creation, and

data protection. Together, these findings underscore the importance of digital competencies,

which extend beyond mere technological tool usage to encompass fundamental aspects ne-

cessary for effective and secure performance in the modern educational environment.

On the other hand, the results obtained regarding teaching performance align with observations

from Acevedo et al. (2020), who highlight that teaching performance manifests in the act of

teaching, considering both the characteristics of students and the efforts required for the tea-

cher's professional growth. This directly impacts student learning.

García & Acosta (2012) argue that the goal of teaching performance is to develop students'

cognitive skills and achieve high educational quality standards through practices adapted to

social realities and student needs, promoting comprehensive development.

Soria et al. (2020) add that teaching performance involves the ability to handle complex clas-

sroom situations, which depends on students' psychosocial resources and the teacher's skills

and attitudes in specific contexts. Optimal performance is demonstrated when the teacher mas-

ters the content, applies effective pedagogical mediation, and utilizes instructional and evalua-

tive resources tailored to student needs.

Acosta & Barrios (2023) complement this view by noting that a good teacher must master the

subjects, prepare lessons adequately, have experience with learning resources, and show respect

for others. Soria et al. (2020) also emphasize the importance of pedagogical mediation in crea-

ting a conducive learning environment, managing content, motivating students, and appro-

priately using educational and technological resources.

Lastly, Cuentas et al. (2021) highlights that other factors positively influencing teaching perfor-

mance include job satisfaction, relationships with students, parents, and administrators, and wi-

llingness to collaborate. In summary, teachers are responsible for seeking, finding, and utilizing

a variety of resources to enrich the learning environment. They must adapt their technological

strategies to motivate students and consider individual learning needs to improve their clas-

sroom performance.

Conclusions

The results show that the Spearman correlation coefficient between digital competencies and

teaching performance is 0.356, indicating a moderate positive correlation. This correlation sug-

gests that as teachers' digital competencies increase, their performance also improves. However,

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not all teachers fully leverage the advantages and opportunities offered by digital tools, high-

lighting the need to elevate digital competencies to ensure better teaching outcomes. The bi-

lateral significance associated with this coefficient is 0.001, indicating that this correlation is

statistically significant, meaning the probability that this result occurred by chance is very low.

The positive and significant correlation between digital competencies and teaching performance

underscores the importance of enhancing these skills to boost educational quality and profes-

sional performance in the university context. This finding emphasizes that teachers with higher

digital competencies are not only more efficient in integrating technologies into their teaching

methods but also more effective in facilitating learning and adapting to technological and social

changes. Therefore, fostering these competencies is essential for achieving more effective and

enriching education.

To achieve this goal, it is recommended to implement continuous training programs in digital

competencies for university teachers. Educational institutions should invest in technological in-

frastructure and provide adequate resources and technical support to enable teachers to de-

velop and update their digital skills. Additionally, promoting a culture of innovation and

continuous learning, where educators feel motivated and supported to explore new digital tools

and methodologies, is crucial. Regular evaluation and feedback on the use of ICT in the clas-

sroom can also help identify areas for improvement and ensure that digital competencies are

used effectively to enhance teaching performance and, ultimately, educational quality.

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