Exploring digital competence’s impact on faculty well-being through SEM-SVM analysis

Rana Salman Anwar (), Rizwan Raheem Ahmed, Dalia Streimikiene and Justas Streimikis
Additional contact information
Rana Salman Anwar: Indus University Karachi
Rizwan Raheem Ahmed: Indus University Karachi
Dalia Streimikiene: Lithuanian Sports University
Justas Streimikis: University of Economics and Human Science in Warsaw

E&M Economics and Management, 2025, vol. 28, issue 2, 242-260

Abstract: This research aims to explore the impact of digital teaching competence on faculty career well-being, teacher self-efficacy, and the moderating role of pedagogical content knowledge within the context of colleges in Pakistan. A quantitative approach was adopted, involving 266 faculty members from various academic programs in colleges across Pakistan. Data were collected through an online survey using validated scales adapted from prior research. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the relationships between constructs. Support vector machine (SVM) analysis was conducted using JASP software to enhance predictive accuracy and identify the importance of key features in the dataset. The results confirm that digital teaching competence significantly impacts faculty career well-being and teacher self-efficacy. Teacher self-efficacy mediated the relationship between digital teaching competence and faculty career well-being, providing deeper insights into this linkage. Furthermore, pedagogical content knowledge moderated the effect of digital teaching competence on faculty career well-being, emphasizing its critical role. The inclusion of SVM analysis revealed the significance of variables such as psychological factors and AI exposure in influencing predictive performance, further validating the robustness of the findings. This study contributes to the existing literature by demonstrating the critical role of digital teaching competencies in enhancing faculty members’ well-being and effectiveness. It underscores the need for targeted professional development programs that integrate technology and pedagogy, ultimately fostering a more supportive educational environment for faculty and improving overall teaching quality.

Keywords: Digital teaching competence; teacher self-efficacy; pedagogical content knowledge; faculty career well-being; support vector machine (search for similar items in EconPapers)
JEL-codes: I23 J24 O33 (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://doi.org/10.15240/tul/001/2025-2-015

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bbl:journl:v:28:y:2025:i:2:p:242-260

DOI: 10.15240/tul/001/2025-2-015

Access Statistics for this article

More articles in E&M Economics and Management from Technical University of Liberec, Faculty of Economics Contact information at EDIRC.
Bibliographic data for series maintained by Vendula Pospisilova ().