The influence of educators' digital literacy on the academic achievement of students in Chinese universities

this article examines the influence of educators' digital literacy on the academic achievement of students in Chinese universities. The relevance of the issue is due to the rapid development of information technologies, which are changing traditional teaching methods and contributing to the formation of new educational standards. The aim of the study is to identify the relationship between the level of educators’ digital competencies and students’ academic performance, as well as to evaluate the impact of digital tools on the quality of the educational process. To achieve this aim, a quantitative study was conducted using surveys and analysis of academic indicators. The sample included 500 educators and 3000 students studying at leading Chinese universities. Correlation analysis and regression modeling were used, which allowed for the assessment of the degree to which educators’ digital skills influence students’ performance. The collected data were processed using modern statistical methods, ensuring the reliability of the study's results. The results showed that a high level of digital literacy among educators is positively correlated with improvements in students’ academic achievements. Educators who confidently use modern technologies contribute to a deeper understanding of the material and the development of critical thinking among students. In addition, the use of digital tools increases student engagement and encourages their independent work.

digital literacy, educators, academic achievement, students, Chinese universities