DIGITAL COMPETENCIES AND TEACHER RESILIENCE AS PREDICTORS OF ACADEMIC PERFORMANCE IN B-LEARNING ENVIRONMENTS: EMPIRICAL EVIDENCE FROM UNIVERSITY FACULTY IN PERU

Abstract

This study examines the relationship between teachers’ digital competencies and resilience with academic performance in B-learning environments, adopting a quantitative, correlational, and non-experimental design. Validated instruments were administered to a sample of university faculty, assessing instrumental, didactic–methodological, and cognitive dimensions, as well as socio-emotional factors linked to resilience. The statistical models demonstrated strong goodness of fit, supporting that both variables are significantly associated with academic outcomes. Digital competencies showed a positive effect by combining technological proficiency with innovative pedagogical strategies, while resilience—particularly in areas such as prosocial bonds, clear boundaries, and institutional support—fostered student engagement and motivation. These findings underscore the importance of institutional policies that integrate continuous professional development, the strengthening of teacher resilience, and the promotion of collaborative environments in order to optimize academic performance in hybrid learning modalities.