Digital Pedagogy in Higher Education: Students’ Perceptions and Practices

Abstract The accelerated transformations driven by digitalization have significantly impacted the educational process, leading to the emergence and consolidation of the concept of digital pedagogy. The present study aims to investigate students’ perceptions and practices regarding the use of digital tools in higher education. The research is based on an online questionnaire administered to a sample of students from various study programs, through which digitally assisted learning experiences, the frequency of technology use, perceived benefits, and encountered challenges were analyzed. The study employed a quantitative research design using a structured questionnaire with 24 items, covering three dimensions: the use of technology in learning, digital skills, and students’ attitudes towards digital pedagogy. Responses were rated on a five-point Likert scale, and the instrument demonstrated good internal consistency (Cronbach’s α = 0.85). Data were collected electronically from a sample of 116 female students enrolled in pedagogy programs at the Faculty of Orthodox Theology and Educational Sciences. Descriptive statistics and non-parametric tests (Kruskal-Wallis) were performed using SPSS V22. The results indicate that students reported frequent use of technology in learning, high levels of digital skills, and predominantly positive attitudes towards digital pedagogy. A strong positive correlation was identified between digital skills and attitudes (r = 0.68, p < 0.01), confirming that students with higher digital competences show more favorable perceptions of digital pedagogy. Furthermore, significant differences emerged according to the year of study: third-year students achieved the highest scores across all dimensions, suggesting greater exposure to digital tools, while first-year students, despite lower digital competences, reported higher technology use than second-year peers. These findings support the hypotheses and highlight the role of higher education in fostering digital competences and constructive engagement with digital pedagogy.