How do students perceive educators' digital competence in higher education?

This research aims to contribute to the field of technology in education as the main trend since Covid accelerated digitalization. There are few studies of students' perceptions of digital educators' capabilities following the approach of evidence-based learning. In a survey conducted with 243 respondents using DigComEdu as a valid instrument to measure educators' digital competence (EDC), this research presents an empirical study of the relationship between EDC from students' point of view and their self-perception of learning. The findings demonstrate that 71 % of students consider that the digital competence of their faculty impacts their learning process positively. The study carries out a literature review proposing a model of four elements affecting the student self-perception of learning: 1) educators' digital skills; 2) the use of technology for communication, monitoring, and assessment; 3) educators' engaging in digital ecosystems; and 4) students' data security in the learning process. The results confirm a significant relationship with three of the hypotheses, with no confirmation of the remaining one. These findings have implications for universities institutions and policymakers to assure the digitalization of education drives effectiveness and quality.

Automated summary

This research aims to contribute to the field of technology in education, focusing on the digitalization trend accelerated by Covid. Student perceptions of digital educators' capabilities under evidence-based learning have been rarely studied. Through a survey with 243 respondents using DigComEdu, this study examines the relationship between students' perception of educators' digital competence (EDC) and their self-perception of learning. The findings show that 71% of students believe that the digital competence of their faculty positively affects their learning process. The study also proposes a model of four elements affecting students' self-perception of learning, with significant relationships confirmed in three hypotheses.