COMPETENCIA DIGITAL DOCENTE Y APOYO AL APRENDIZAJE EN EDUCACIÓN SUPERIOR DEL SURESTE DE MÉXICO

University teacher preparation determines the quality of higher education, yet it lacks systematic empirical characterization in southeastern Mexico. This study examined the relationship between four dimensions of teacher preparation: perceived emotional intelligence (TMMS-24), self-efficacy (TSES), well-being and burnout (MBI-GS) and digital competence (DigCompEdu), and learning-support practices. An integrated questionnaire was administered to 21 lecturers from six higher-education institutions in Campeche and Yucatán, using nonparametric analysis and Bonferroni correction. Teacher digital competence was the most robust predictor of learning support (ρ = .641 to .719), together with personal accomplishment (ρ = .649). No differences were found between states. The findings, exploratory given the sample size, indicate that strengthening teachers' digital competence influences the quality of support offered to students.