Pathways to Student Success in the Digital Age: A Structural Equation Model of Digital Literacy, ICT Integration, and Digital Competence

AUTHOR(S)

RAHMA B. ALAWI

ABSTRACT

—— This study examined the pathways through which digital literacy, ICT integration, and digital competence influence student performance among junior high school teachers in the digital age. Grounded in the Technology Acceptance Model (TAM) and Cognitive Learning Theory, the research employed a quantitative, descriptive-causal design using Structural Equation Modeling (SEM) to test both direct and indirect relationships among the study variables. A total of 200 junior high school teachers from selected public schools participated in the study using validated selfassessment instruments. The findings revealed that digital literacy significantly predicts both ICT integration and digital competence, which in turn positively influence student performance. Furthermore, both ICT integration and digital competence were found to mediate the relationship between digital literacy and student performance, highlighting the importance of fostering advanced digital capabilities beyond basic technical skills. The structural model showed excellent fit indices (CFI = 1.00; RMSEA = .000), supporting the robustness of the hypothesized framework. These results underscore the need for sustained, pedagogy-aligned professional development programs that strengthen digital literacy and foster meaningful ICT integration to improve teaching effectiveness and student achievement. The study offers significant implications for teacher education, digital policy development, and institutional capacity building in the context of 21stcentury learning. Keywords: Digital Literacy; Digital Competence; ICT Integration; Student Performance; SEM