A predictive approach to teaching quality transition and improvement in higher education
Introduction University teaching quality in Latin America is increasingly influenced by faculty professional development and digital teaching competencies. However, the mechanisms through which these factors jointly shape students' perceptions of instructional quality remain insufficiently unde...
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2026
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| _version_ | 1881508903559102464 |
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| author | Mamani Morales, Rosa Linda Quispe Mamani, Zulma Gonzales Medina, Ronny Ivan Susanibar Ramirez, Edgar Tito Tocto Cano, Esteban López Gonzales, Javier Linkolk |
| author_browse | Gonzales Medina, Ronny Ivan López Gonzales, Javier Linkolk Mamani Morales, Rosa Linda Quispe Mamani, Zulma Susanibar Ramirez, Edgar Tito Tocto Cano, Esteban |
| author_facet | Mamani Morales, Rosa Linda Quispe Mamani, Zulma Gonzales Medina, Ronny Ivan Susanibar Ramirez, Edgar Tito Tocto Cano, Esteban López Gonzales, Javier Linkolk |
| author_sort | Mamani Morales, Rosa Linda |
| collection | Producción científica |
| description | Introduction University teaching quality in Latin America is increasingly influenced by faculty professional development and digital teaching competencies. However, the mechanisms through which these factors jointly shape students' perceptions of instructional quality remain insufficiently understood. This study examined the direct and mediated relationships among continuing teacher training (FCD), teacher digital competencies (CDD), and perceived university teaching quality (CEU) in a Peruvian higher education context. Methods A non-experimental, cross-sectional correlational design was conducted with independent samples of 384 university teachers and 384 undergraduate students from public and private universities in the Puno region of Peru. Data were collected using validated psychometric instruments and analyzed through confirmatory factor analysis and structural equation modeling with bootstrapped standard errors (5,000 replications). Results FCD showed a significant positive association with CDD ( β = .42, p < .001) and directly predicted CEU ( β = .32, p < .001). CDD also positively predicted CEU ( β = .30, p < .001) and partially mediated the relationship between FCD and CEU (indirect effect: β = .127, 95% CI [.080, .180]). Discussion Findings indicate that digital teaching competencies represent a key mechanism through which continuing teacher training contributes to improved instructional quality. The study provides robust evidence from an underrepresented Latin American context and highlights the importance of integrating digital competency development into faculty development policies to strengthen teaching quality in higher education. |
| format | Article |
| id | oai:cris.upeu.edu.pe:20.500.15037/387 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
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| spelling | oai:cris.upeu.edu.pe:20.500.15037/3872026-11-02T12:57:04ZA predictive approach to teaching quality transition and improvement in higher educationMamani Morales, Rosa LindaQuispe Mamani, ZulmaGonzales Medina, Ronny IvanSusanibar Ramirez, Edgar TitoTocto Cano, EstebanLópez Gonzales, Javier Linkolkdigital competencieshigher educationpredictive approachstructural equation modelingteaching qualityIntroduction University teaching quality in Latin America is increasingly influenced by faculty professional development and digital teaching competencies. However, the mechanisms through which these factors jointly shape students' perceptions of instructional quality remain insufficiently understood. This study examined the direct and mediated relationships among continuing teacher training (FCD), teacher digital competencies (CDD), and perceived university teaching quality (CEU) in a Peruvian higher education context. Methods A non-experimental, cross-sectional correlational design was conducted with independent samples of 384 university teachers and 384 undergraduate students from public and private universities in the Puno region of Peru. Data were collected using validated psychometric instruments and analyzed through confirmatory factor analysis and structural equation modeling with bootstrapped standard errors (5,000 replications). Results FCD showed a significant positive association with CDD ( β = .42, p < .001) and directly predicted CEU ( β = .32, p < .001). CDD also positively predicted CEU ( β = .30, p < .001) and partially mediated the relationship between FCD and CEU (indirect effect: β = .127, 95% CI [.080, .180]). Discussion Findings indicate that digital teaching competencies represent a key mechanism through which continuing teacher training contributes to improved instructional quality. The study provides robust evidence from an underrepresented Latin American context and highlights the importance of integrating digital competency development into faculty development policies to strengthen teaching quality in higher education.Articlehttps://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1800289/pdfhttps://doi.org/10.3389/feduc.2026.180028910.3389/feduc.2026.1800289https://hdl.handle.net/20.500.15037/387W7163870012enFrontiers in Education2504-284X2026-06-082026-06-13T08:12:26Z2026-06-13T08:12:26Z |
| spellingShingle | digital competencies higher education predictive approach structural equation modeling teaching quality Mamani Morales, Rosa Linda Quispe Mamani, Zulma Gonzales Medina, Ronny Ivan Susanibar Ramirez, Edgar Tito Tocto Cano, Esteban López Gonzales, Javier Linkolk A predictive approach to teaching quality transition and improvement in higher education |
| title | A predictive approach to teaching quality transition and improvement in higher education |
| title_full | A predictive approach to teaching quality transition and improvement in higher education |
| title_fullStr | A predictive approach to teaching quality transition and improvement in higher education |
| title_full_unstemmed | A predictive approach to teaching quality transition and improvement in higher education |
| title_short | A predictive approach to teaching quality transition and improvement in higher education |
| title_sort | predictive approach to teaching quality transition and improvement in higher education |
| topic | digital competencies higher education predictive approach structural equation modeling teaching quality |
| topic_facet | digital competencies higher education predictive approach structural equation modeling teaching quality |
| url | https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1800289/pdf https://doi.org/10.3389/feduc.2026.1800289 https://hdl.handle.net/20.500.15037/387 |
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