Digital literacy, academic performance, virtual education, public servants
Keywords:
Digital literacy, academic performance, virtual education, public servantsAbstract
This study analyzed the relationship between digital literacy and academic achievement in virtual courses for public servants of the National Water Authority of Peru. Using a relational quantitative approach, a structured Likert-type questionnaire was administered to 100 participants who completed a 36-hour virtual program, distributed in synchronous sessions via Zoom and asynchronous activities via Moodle. The digital literacy variable was assessed in three dimensions: instrumental, informational, and attitudinal competencies; while academic achievement was measured through activity performance, participation, and application of learning. The descriptive results showed that most participants had a high level of digital literacy and high academic achievement. Inferential analysis, using the Chi-square test and symmetric measures such as Cramer's V and Gamma, confirmed a statistically significant, positive, and strong relationship between both variables (p < .001), indicating that mastery of digital skills is directly associated with better academic performance. These findings highlighted the need to include technological support processes in the planning of virtual training in the public sector, especially in populations with less technological familiarity. It was concluded that digital literacy should be considered a structural and transversal component in the continuous training of public servants, thus contributing to equity and effectiveness in virtual learning contexts.
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