A predictive approach to teaching quality transition and improvement in higher education
Author(s)
Rosa Linda Mamani Morales
Zulma Quispe Mamani
Ronny Ivan Gonzales Medina
Edgar Tito Susanibar Ramirez
Date Issued
8 de junio de 2026
Type
Article
Volume
11
Abstract
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.
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