abstract

The use of digital tools in classrooms has revolutionized education throughout the globe. The success of lesson delivery and student achievement in today's technology-driven classrooms hinges on the level of digital competence among instructors. Teachers that are digitally competent are able to utilize digital tools effectively, incorporate technology into their lessons, create and oversee online classrooms, and guide students through activities that make use of technology. This research seeks to understand how students' learning results are affected by their instructors' digital competency in technology-enabled classrooms. Using a quantitative research design, data are collected from teachers and students across higher education institutions. The study examines dimensions of teachers’ digital competence, including technological proficiency, digital pedagogy, digital communication, digital content creation, and professional digital engagement. Student learning outcomes are assessed through academic achievement, critical thinking, engagement, collaboration, and learning satisfaction. The findings are expected to reveal an important positive correlation between educators' digital proficiency and learners' academic performance. The study contributes to educational technology literature and provides practical implications for teacher training, curriculum development, and educational policy.