Competencia digital docente y aprendizaje de lenguas extranjeras en estudiantes de una universidad pública peruana

In today’s university settings, the integration of digital competence into teaching practices has become a cornerstone for enhancing educational processes—particularly in foreign language learning (FLL), which demands not only linguistic proficiency but also complex intercultural and communicative skills. This study aimed to determine the relationship between teachers’ digital competence (TDC) and FLL among university students. A quantitative, non-experimental, cross-sectional, and correlational research design was employed. The sample consisted of 151 students from the 8th and 10th semesters of the Foreign Language program at a public Peruvian university, selected through non-probabilistic convenience sampling. Two validated instruments were used: a Likert-type questionnaire to assess TDC (α = 0.780) and a standardized test to evaluate FLL (KR-20 = 0.865). Statistical analysis was conducted using SPSS v29, applying descriptive statistics and Spearman's correlation coefficient. The results revealed a strong positive correlation between TDC and FLL (ρ = 0.705; p < 0.001). The most influential dimensions were information literacy and digital content creation, particularly among students who reported high levels of language learning achievement. Moreover, teachers’ proficiency in digital problem-solving and cybersecurity was also associated with improved communicative performance in the foreign language. The study concluded that enhancing teachers’ digital competence directly impacts students' performance in foreign languages, underscoring the need for institutional strategies that integrate technological training with pedagogical goals.