Influence of Teachers Digital Competence on the Effectiveness of Learning and Students' Psychological Well-being in the Post-Pandemic Era

Hasnin Prasetyo; Rina  Wijayanti

Authors

Hasnin Prasetyo Universitas Pendidikan Ganesha, Bali, Indonesia Author
Rina Wijayanti Universitas Pendidikan Ganesha, Bali, Indonesia Author

Keywords:

Digital Competence, Learning Effectiveness, Psychological Well-Being, Post-Pandemic Education, Teachers

Abstract

The post-pandemic era has accelerated the integration of digital tools in education, highlighting the importance of teachers' digital competence. Objectives: This study investigates how teachers' digital competence influences learning effectiveness and students' psychological well-being. Methods: A mixed-method approach was employed, involving surveys of 250 students and 50 teachers across multiple schools, complemented by in-depth interviews. Learning outcomes were measured through academic performance, while psychological well-being was assessed via standardized questionnaires. Results: Findings indicate a significant positive correlation between teachers' digital competence and students’ learning effectiveness (p < 0.01). Moreover, higher digital competence among teachers corresponded with improved student psychological well-being, reflecting reduced anxiety and increased engagement. Qualitative data reinforced these results, emphasizing the role of digitally competent teachers in fostering supportive and adaptive learning environments. Conclusions: Enhancing teachers’ digital skills is critical not only for improving academic outcomes but also for supporting students’ mental health in the evolving educational landscape. Policymakers and educational institutions should prioritize digital competence development to optimize both learning effectiveness and psychological well-being

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