Perceived Institutional Digital Education Conditions and Self-Reported Pedagogical Innovation at a Peruvian University

Digital education is now a core institutional condition of higher education, but technology access alone does not describe pedagogical practice. This study examines the association between perceived institutional digital education conditions and self-reported pedagogical innovation-related practice among 65 Business Administration faculty members at one private university in Huancayo, Peru. A quantitative cross-sectional survey used two study-specific 35-item Likert-type instruments. Total-scale internal consistency was adequate to strong (Cronbach’s alpha = 0.852 and 0.954), but factorial and discriminant validity were not established. The total scores were positively associated (Pearson r = 0.688, p < 0.001; Spearman rho = 0.572, p < 0.001). Continuous-score OLS analysis yielded B = 1.07 (95% CI [0.86, 1.27], HC3 p < 0.001; R2 = 0.473). A complementary ordinal model using study-specific, unvalidated categories yielded OR = 3.10 per 10 IDEC points (95% CI [1.94, 4.96], p < 0.001). Excluding the four items highlighted for content overlap yielded r = 0.662, but did not establish distinct constructs or remove common-method bias. Dimension-level results remain strictly exploratory because of weak subscale reliability and limited precision. The study contributes contextual empirical evidence from a regional Peruvian university. Same-source measurement, overlapping content, and voluntary participation limit interpretation of the observed association.