Does educators’ digital competence improve entrepreneurial students’ learning outcomes?

Margarita Núñez Canal (), María Mercedes de Obesso () and Carlos Alberto Pérez Rivera ()
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Margarita Núñez Canal: ESIC University
María Mercedes de Obesso: ESIC University
Carlos Alberto Pérez Rivera: ESIC University

International Entrepreneurship and Management Journal, 2024, vol. 20, issue 3, No 6, 1707-1730

Abstract: Abstract Transforming higher education due to digitalization is a critical challenge to ensure adequate capabilities for a more entrepreneurial economy. Studies about digital competence in higher education focus primarily on students’ digital competence. There are few studies regarding educators’ digital capabilities and students’ learning outcomes. Following the economics of education theories and evidence-based education, this novel research is presented. The study aims to identify how educators’ digital competence impacts education results, measured by students’ learning perception and academic performance. Hypotheses are formulated to find evidence of the return on investment in education relevant to educational policies and higher education management. The goal was to find a model to understand how a specific relevant element of the teaching intervention i.e. the digital capabilities of the educators are reflected in students’ learning outcomes. To that end, this study used a validated tool for digital education assessment (DigCompEdu) to collect data through an online self-administered questionnaire. Correlations and partial least squares structural equation modeling (PLS-SEM) method were used for the analysis. Higher education is essential for the economy and human capital development; therefore, understanding the relevant factors for teaching efficiency is pertinent. Findings show some relationship between professional commitment, digital teaching skills, and student perception of learning. Nevertheless, the analysis does not find a significant link between educators’ digital competence and academic achievement. It is acknowledged that measurements in education are difficult due to the complexity and multidimensionality of this human process. The study’s contribution is due to its novelty in studying a research gap in digital teaching skills and student outcomes. As a preliminary work, it intends to guide future explorations on education-based learning in universities to identify critical elements of students’ achievements that can guide policymakers and university managers.

Keywords: Higher education; Evidence-based education; Digital competence; Academic achievement; Human capital (search for similar items in EconPapers)
JEL-codes: A22 A23 C01 I21 I23 (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s11365-023-00921-x

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