Explaining Student Digital Literacy Through Virtual Learning Environment Quality: Evidence from a Second-Order PLS-SEM Model

This research analyzes the association between the quality of virtual learning environments and students’ digital literacy in higher education. From a hierarchical perspective, virtual learning environment quality was defined as a second-order emergent construct integrating technological usability and accessibility with pedagogical mediation. Similarly, student digital literacy was conceived as a second-order emergent construct encompassing information and digital resource management, digital content production, digital communication, collaboration and citizenship, as well as problem-solving and digital autonomy. The study followed a quantitative, non-experimental and cross-sectional design. Data were obtained from 342 university students enrolled in the 2026-I academic term and examined through partial least squares structural equation modeling, applying a two-stage procedure in ADANCO. First-order constructs were estimated as reflective Mode A consistent variables, whose standardized latent scores served as indicators for second-order Mode B emergent constructs. Findings confirmed significant external weights and adequate collinearity levels across all second-order components. The structural model showed a positive and statistically significant association between virtual learning environment quality and student digital literacy (β = 0.795, p < 0.001), with VLEQ accounting for 63.2% of the variance in SDL within the estimated model. Overall, the results suggest that higher perceived digital literacy is associated not only with platform access, but also with pedagogically mediated environments that support interaction, autonomy, and responsible digital engagement.