Digital competence and academic performance: The mediating role of e-learning risk management

The rapid integration of digital technologies in higher education has made digital competence an important factor in students’ learning experiences. However, exposure to e-learning risks may affect how digital competence relates to academic performance. This study examined whether e-learning risk management mediated the relationship between digital competence and academic performance among university students. Using a quantitative cross-sectional research design, data were collected from 241 university students in a rural Philippine setting through structured survey questionnaires measuring digital competence, e-learning risk management, and academic performance. Hayes’ PROCESS Macro was used to examine the proposed mediation model. The findings suggest that digital competence was not significantly associated with academic performance through a direct pathway but was indirectly associated through e-learning risk management strategies, including adaptability, diversification of learning approaches, and flexible problem-solving. Students with higher levels of digital competence also tended to report stronger e-learning risk management practices, which were associated with better academic performance. These findings highlight the potential value of incorporating e-learning risk management into digital learning initiatives. However, because the study employed a cross-sectional design and relied on survey-based measures, the findings should be interpreted as associative rather than causal and may not be generalizable beyond similar educational contexts.