Digital Literacy Skills and Academic Performance on Online Learning Environments of State Universities and Colleges in the Philippines

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Alinsunod, Noly M. De Ramos, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8284955/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The rapid shift toward online and technology-mediated learning has heightened the need for strong digital literacy skills among students in State Universities and Colleges (SUCs) in the National Capital Region. This study examined how four dimensions of digital literacy: technical literacy, information literacy, digital communication and collaboration, and digital content creation influence academic performance in online learning environments. Using a quantitative, cross-sectional correlational design, data were collected from 360 student respondents across six SUCs through a validated online survey. Descriptive statistics, Pearson correlation, and multiple linear regression were employed to determine the relationships and predictive strengths of the digital literacy components. Results showed high overall digital literacy among students, with information literacy receiving the highest proficiency rating, followed by technical literacy. Digital communication, collaboration, and content creation were moderately high, indicating areas where skills varied more widely. Correlation analysis revealed that all digital literacy dimensions were significantly associated with academic performance. Regression results further identified information literacy and technical literacy as the strongest predictors of academic success, while communication and content creation also contributed meaningfully. The study found out that digital literacy is a critical determinant of academic performance in online learning. Strengthening these competencies through targeted training, enhanced institutional support, and equitable digital access is essential for improving student learning outcomes in SUCs. Digital Literacy Online Learning Academic Performance Information Literacy Technical Skills INTRODUCTION The landscape of higher education has undergone unprecedented transformation following the global acceleration of online and technology-mediated learning. This shift is particularly evident among public higher education institutions such as State Universities and Colleges (SUCs) in the Philippines, where flexible learning modalities, digital ecosystems, and remote instructional platforms have become essential components of pedagogical delivery. The adoption of learning management systems (LMS), virtual classrooms, digital repositories, and e-assessment technologies has underscored the growing importance of digital literacy as a core competency among university students, as readiness for online learning is strongly associated with digital competence in higher education settings (Tang & Chaw, 2021 ). Digital literacy encompasses not only operational skills but also a wide range of cognitive, technical, and socio-emotional abilities needed to navigate modern learning environments. These competencies suggested by Mishra ( 2022 ), Martin and Furiv ( 2023 ), include the evaluation of online information, digital content creation, virtual collaboration, cybersecurity awareness, and responsible digital citizenship, all of which are foundational for effective participation in online and blended learning systems. Students must therefore demonstrate not only the ability to use digital tools but also the capacity to adapt to emerging digital demands, engage meaningfully through online platforms, and contribute productively in digital learning environments where autonomy, self-regulation, and information discernment are essential (Susanto et al., 2023 ; Park & Jo, 2021 ; Hamilton et al., 2022 ). International literature reveals that digital literacy strongly influences student academic performance, particularly in online learning environments characterized by high interactivity and technological dependence. In the similar study about digital literacy conducted by Martin and Furiv ( 2023 ), Gomes and Soares ( 2023 ), and Cabañero et al. ( 2023 ), digital literacy serves as a prerequisite for engagement, persistence, and academic success in flexible learning modes, where students must manage digital workloads, interpret remote instructions, communicate through online media, and use digital content critically and responsibly. In the Philippines, the rapid expansion of flexible learning across SUCs has intensified the need for students to acquire strong digital competencies amidst persistent challenges related to digital access (Ramos, et al., ( 2022 ), limited technological resources (Cayubit et al., ( 2023 ), socioeconomic barriers (Dizon & De Guzman, 2024 ), and varying levels of institutional preparedness (Mishra, 2022 ). These contextual differences highlight the critical reality that online learning effectiveness cannot be determined solely by the availability of digital infrastructure; instead, it depends significantly on students’ capacity to navigate, utilize, and maximize digital tools for academic purposes (Alismaiel, 2022 ). A growing body of research affirms that students with stronger digital literacy skills consistently perform better in online academic settings (Susanto et al., 2023 ). For example, studies demonstrate that digital literacy positively predicts online self-efficacy, learning satisfaction, and academic achievement, emphasizing that digitally proficient learners show stronger cognitive engagement, more effective learning strategies, and greater persistence in online courses (Alshammari, 2023 ; Sharma & Srivastava, 2023 ). Further evidence resulted from the study on digital literacy with online learning (Park & Jo, 2021 ; Gomes & Soares, 2023 ), indicates that digital literacy enhances student engagement through technology acceptance, which in turn helps facilitate learning outcomes in virtual classrooms. On the other hand, Kara et al. ( 2022 ), Strzelecki ( 2022 ), and Wang ( 2022 ) stressed that systematic reviews likewise confirm the centrality of digital literacy to student success, revealing that digital competencies significantly influence learning behaviors, online engagement, and academic performance in technology-mediated educational contexts. These findings align with broader international studies that emphasize the importance of holistic digital competence in supporting sustainable participation in digital learning systems (Hamilton et al., 2022 ; Martin & Grudziecki, 2022 ). Within the Philippine context, in the study conducted by Filipino researchers (Cayubit et al., 2023 ; Dizon & De Guzman, 2024 ), SUCs continue to face unique challenges in sustaining digital learning environments. These include unstable internet connectivity, high financial cost of digital devices, inconsistent access to learning technologies, and varied digital skill levels among students and faculty. Although many SUCs have initiated strategic efforts to strengthen technological infrastructure, faculty training, digital resource distribution, and LMS implementation, the digital literacy of students remains a decisive factor influencing their participation, engagement, and academic performance in online learning. Several studies show that deficits in digital literacy often correspond to challenges in accessing learning materials, difficulty navigating LMS platforms, lower engagement in online interactions, and increased likelihood of academic errors in digital submissions (Dizon & De Guzman, 2024 ; Barrot, 2021 ). Such challenges according to conditions common among SUC populations nationwide Perez and Lorenzana ( 2024 ) and Alvarez ( 2022 ) disproportionately affect students from lower socioeconomic backgrounds, many of whom rely heavily on mobile devices, unstable internet signals, and limited household resources. Digital literacy is also integral to workforce readiness, problem-solving abilities, and participation in digital societies. It enhances students’ employability skills (Perez & Lorenzana, 2024 ), supports innovation, and strengthens their capacity to adapt to evolving technological environments, which are critical demands in the modern workplace (Tang & Chaw, 2021 ). Studies indicate that digital literacy significantly contributes to students’ preparedness for future employment, especially in fields where technological adaptability, digital task management, and online communication skills are required (Martin & Grudziecki, 2022 ; He & Li, 2022 ). Because SUCs serve a wide demographic, including students from underserved, marginalized, and economically constrained communities, strengthening digital literacy not only improves learning outcomes but also advances equity and contributes to national development goals (Barrot, 2021 ; Alvarez, 2022 ). Digital literacy is now widely conceptualized as a multidimensional construct that encompasses technical literacy, information literacy, digital communication skills, digital content creation, and responsible digital citizenship. Technical literacy as defined by Castro and Tumibay ( 2023 ) refers to students’ capability to operate digital tools, navigate online systems, and troubleshoot basic digital issues. Information literacy according to Hamilton et al. ( 2022 ) concerns the ability to search, evaluate, and ethically use information from digital sources, an essential skill in online research-based learning environments. Digital communication and collaboration refer to learners’ ability to engage with peers and instructors using digital platforms, participate in online group work, and maintain productive digital interactions (Park & Jo, 2021 ). Digital content creation involves the production, editing, and sharing of multimedia academic outputs using digital tools (Susanto et al., 2023 ). Moreover, He and Li ( 2022 ) pointed out that responsible digital citizenship encompasses ethical digital behavior, data privacy awareness, and safe online practices. These dimensions collectively shape students’ success in online learning environments where digital competence is an essential requirement for academic achievement, engagement, and sustained participation. Despite the growing global literature on digital literacy, substantial research gaps remain in the Philippine SUC context. Emphasized by Prez and Lorenzana (2024) and Alvarez ( 2022 ), much of the existing research focuses on private institutions, urban universities, or general higher education settings without explicitly addressing the structural, socioeconomic, and institutional conditions unique to SUCs. Likewise, while the themes of digital access and technological infrastructure have been studied extensively, fewer empirical studies investigate how digital literacy directly predicts academic performance among SUC students navigating online learning systems. Argued in the research conducted by Ramos et al. in 2022 and Dizon and De Guzman in 2024, digital literacy gap is crucial because SUC students often experience structural disadvantages that intersect with digital literacy, including limited device ownership, unstable connectivity, economic hardships, and varying degrees of institutional support. Consequently, understanding digital literacy within SUCs is essential for developing digital inclusion policies, targeted learning interventions, and institutional programs that promote equitable access to online learning opportunities. Given these contexts, this study aims to investigate the influence of digital literacy skills on academic performance among students enrolled in online learning environments of State Universities and Colleges in the Philippines. By conceptualizing digital literacy as a multidimensional construct including technical literacy, information literacy, digital communication competencies, and digital content creation. The investigation about the digital literacy multidimensional construct provides a comprehensive understanding of how these competencies affect academic outcomes. The study’s novelty lies in its contextual specificity, multidimensional approach, outcome-focused analysis, and policy relevance. Findings from this investigation can guide SUCs in designing digital literacy interventions, curriculum enhancements, technological support programs, and strategic capacity-building initiatives to strengthen online learning systems and improve academic success in a rapidly evolving digital learning landscape. RESEARCH METHOD This study employed a quantitative, cross-sectional correlational design (Wang & Cheng, 2020 ) to examine the influence of digital literacy skills on academic performance among students enrolled in online learning environments across State Universities and Colleges (SUCs) in the National Capital Region (NCR). A cross-sectional correlational approach is appropriate for studies that aim to determine associations among naturally occurring variables measured at a single point in time, especially in large higher education systems transitioning toward digital learning modalities. This approach has been widely used in contemporary digital literacy and online learning research to assess students’ competencies, readiness, and academic outcomes without manipulating independent variables, thereby allowing for the objective examination of predictive relationships among educational constructs (Susanto et al., 2023 ; Alismaiel, 2022 ; Kara et al., 2022 ; Gomes & Soares, 2023 ). Given the increasing reliance on digital tools in SUCs, this methodology provides a suitable framework for analyzing how variations in digital literacy contribute to variations in academic performance. The population of the study included undergraduate students from six SUCs in the NCR that implemented online or blended learning systems. These institutions include the Polytechnic University of the Philippines (PUP), Technological University of the Philippines (TUP), Rizal Technological University (RTU), Philippine Normal University (PNU), Philippine State College of Aeronautics (PhilSCA), and Marikina Polytechnic College (MPC). To ensure proportional representation across institutions with varying enrollment sizes, the study utilized stratified random sampling. Sixty students were selected from each SUC, yielding a total sample size of 360 participants. Stratified random sampling (Creswell & Creswell, 2023 ), minimizes sampling bias and ensures representation from diverse academic programs and socioeconomic backgrounds, which is necessary in analyzing SUC populations where digital access and readiness often vary significantly (Tang & Chaw, 2021 ; Martin & Furiv, 2023 ; Ramos et al., 2022 ). Table 1 SUCs in NCR With Corresponding Target Samples (n = 360) State University / College (SUC) Location Target Sample (Students) 1. Polytechnic University of the Philippines (PUP) Manila 60 2. Technological University of the Philippines (TUP) Manila 60 3. Rizal Technological University (RTU) Mandaluyong / Pasig 60 4. Philippine Normal University (PNU) Manila 60 5. Philippine State College of Aeronautics (PhilSCA) Pasay City 60 6. Marikina Polytechnic College (MPC) Marikina City 60 Total — 360 students The sample size also meets recommended thresholds for correlation and regression analyses. According to guidelines for multivariate statistical modeling, a minimum of 15–20 respondents per predictor variable is necessary to ensure stable model estimates and adequate statistical power as found out in the research study conducted by Hair et al., ( 2021 ). With multiple predictors representing digital literacy dimensions, the sample of 360 respondents exceeds minimum requirements and therefore strengthens the reliability of the study’s statistical analyses. Data were collected using an online survey questionnaire composed of two major sections: (1) digital literacy skills, and (2) academic performance. The digital literacy component was adapted from validated measurement instruments used in prior studies on higher education learners’ digital competencies, including frameworks assessing technical literacy, information literacy, digital communication and collaboration, and digital content creation (Hamilton et al., 2022 ; He & Li, 2022 ; Kara et al., 2022 ). The items were aligned with contemporary digital literacy research emphasizing operational, cognitive, and communication-related skills required for effective online learning (Susanto et al., 2023 ; Alshammari, 2023 ; Strzelecki, 2022 ). The academic performance component utilized a self-reported academic rating scale aligned with methods used in online learning studies to measure students’ academic standing under remote and flexible learning conditions supported by the previous study of Park & Jo ( 2021 ) and Sharma and Srivastava ( 2023 ). The instrument underwent content validation by three experts specializing in educational technology, digital literacy, and quantitative research methods, ensuring relevance, clarity, and alignment with the constructs under investigation. Prior to the main data collection, a pilot test was conducted with 30 students from a non-participating SUC to assess the reliability of the instrument. Reliability was measured using Cronbach’s alpha, where values of α ≥ .70 were considered acceptable for social science research (Hair et al., 2021 ). All subscales exceeded this threshold, indicating strong internal consistency among items measuring digital literacy dimensions. Ethical considerations were central to the data collection process. Participation was voluntary, informed consent was secured, anonymity was ensured, and storage of responses followed institutional research ethics protocols consistent with national standards and recent ethics literature on digital education (Wiederhold, 2021 ; Al-Hariri & Al-Hattami, 2023 ; Barrot, 2021 ). Descriptive statistics including mean scores, standard deviations, and interpretive descriptors were used to summarize students’ digital literacy levels and academic performance. Pearson’s product-moment correlation coefficient was used to examine relationships among variables, an analytic approach widely applied in studies exploring associations between digital literacy and academic performance in online environments (Park & Jo, 2021 ; Gomes & Soares, 2023 ; Quiambao & Garcia, 2022 ). Multiple linear regression analysis was employed to identify which specific dimensions of digital literacy significantly predicted academic performance. This method is consistent with analytical approaches in digital education research that seek to understand how multiple competencies collectively influence academic outcomes (Li & Zhou, 2022 ; Wang, 2022 ; Kara et al., 2022 ). RESULTS AND DISCUSSIONS Digital literacy skills are essential competencies for students engaged in online learning environments, particularly in State Universities and Colleges (SUCs) in the National Capital Region (NCR), where flexible and technology-mediated education has become a primary instructional modality. The results presented in this study offer comprehensive insights into the digital readiness of students, highlighting their strengths and areas requiring further enhancement across the dimensions of digital literacy. These findings echo a substantial body of literature that underscores the central role of digital literacy in shaping academic performance, online engagement, and learning satisfaction in virtual learning environments (Susanto et al., 2023 ; Alshammari, 2023 ). The analysis reflects the current digital learning landscape of SUCs, where diverse student populations experience varying levels of technological access, digital competence, and learning support (Ramos et al., 2022 ; Cayubit et al., 2023 ). Table 2 Summary of Digital Literacy Skills Indicators with Mean and Standard Deviation Digital Literacy Indicator Description Mean Standard Deviation (SD) Interpretation Technical Literacy (TL) Ability to operate digital devices, navigate LMS platforms, and troubleshoot basic technical issues. 3.94 0.58 High Information Literacy (IL) Ability to locate, evaluate, analyze, and ethically use information from digital sources. 4.02 0.51 Very High Digital Communication & Collaboration (DCC) Ability to communicate, collaborate, and engage effectively using digital tools and online platforms. 3.76 0.62 Moderately High Digital Content Creation (DCR) Ability to create, edit, and produce digital academic outputs using software and online tools. 3.72 0.65 Moderately High Overall Digital Literacy Skills Composite measure of all four dimensions of digital literacy. 3.89 0.54 High Technical Literacy Technical Literacy followed with a high rating (M = 3.94, SD = 0.58), indicating proficiency in operating digital devices, navigating LMS platforms, and managing technical aspects of online learning. This confirms earlier research of Martin and Furiv ( 2023 ) and Lau and Lee ( 2023 ), suggesting that regular engagement with remote learning systems strengthens operational digital skills among higher education students. Studies have noted similar findings of the studied conducted by Wiederhold ( 2021 ) and Al-Hariri and Al-Hattami ( 2023 ) demonstrating that the abrupt transition to online learning during the pandemic accelerated the development of students’ technical competencies, as they were required to use virtual classrooms, digital submission portals, and communication software regularly. Despite challenges in device availability and internet stability among some student groups, SUCs have conducted orientations, LMS trainings, and capacity-building sessions that may have contributed to students’ strong technical proficiency (Cabañero et al., 2023 ; Dizon & De Guzman, 2024 ). The results mirror findings that technical literacy is foundational for online learning engagement and is positively associated with students’ willingness to participate in digital learning platforms (Quiambao & Garcia, 2022 ). Information Literacy The overall assessment of students’ digital literacy competencies revealed high proficiency levels across several dimensions, suggesting that SUC students have developed the foundational digital skills needed to navigate online academic systems effectively. Table 2 shows that Information Literacy obtained the highest rating, with a mean of 4.02 (SD = 0.51), interpreted as “Very High.” Information Literacy pertains to students’ ability to locate, evaluate, analyze, and ethically use information derived from digital sources. This finding is consistent with research findings about SAMR model (Hamilton et al., 2022 ) and the indirect effect of technology acceptance (Park & Jo, 2021 ), indicating that university students who frequently engage in online research, digital content evaluation, and information management develop stronger information literacy skills, which positively influence academic outcomes. Prior studies (Castro & Tumibay, 2023 ; Martin & Grudziecki, 2022 ) have shown that information literacy is one of the most stable and strongly developed competencies among online learners, largely due to repeated exposure to digital resources, academic databases, and online materials necessary for course requirements. The strong performance observed in this study aligns with observations that students in flexible learning environments are required to independently assess the credibility and relevance of digital content, thereby reinforcing their information literacy capabilities (Perez & Lorenzana, 2024 ). Digital Communication and Collaboration Digital Communication and Collaboration posted a moderately high proficiency level (M = 3.76, SD = 0.62). This dimension captures students’ ability to communicate effectively through digital channels, collaborate in online tasks, and engage constructively in virtual interactions. The moderate variability suggests that while many students can navigate digital communication tools effectively, disparities exist in synchronous engagement, online etiquette, and collaborative readiness. This pattern is reflected in studies on digital learning on online engagement (Park and Jo ( 2021 ), challenges on online learning (Barrot, 2021 ), and ICT competencies and academic performance (Abdullah, 2022 ), showing that digital communication skills often fluctuate based on access to stable internet connectivity, familiarity with communication tools, and exposure to group-based online activities. Research involving Filipino students reveals that while many perform adequately during online group tasks, others struggle with communication delays, inconsistent participation, and limited collaborative feedback due to technical and contextual constraints (Lai & Hong, 2023 ; Basri et al., 2025 ). These challenges highlight the need for SUCs to strengthen collaborative online practices, integrate communication-focused digital activities, and ensure that students have equitable access to synchronous learning opportunities. Digital Content Creation Digital Content Creation received a moderately high rating (M = 3.72, SD = 0.65), indicating competence in producing, editing, and presenting academic outputs using digital tools. This competency is crucial in online learning environments where students must frequently submit multimedia presentations, digital reports, and projects using appropriate software. The relatively higher standard deviation suggests broader variability in skill levels compared to other digital literacy dimensions. This aligns with that of the studies conducted by Gorny and Korpak ( 2023 ) and Ye and Fang in 2023, noting that digital content creation is one of the least uniform skills among students, largely because it requires not only basic technical ability but also creativity, access to editing applications, and multimedia proficiency. Students from resource-limited settings may have fewer opportunities to experiment with advanced editing tools or multimedia applications, resulting in lower proficiency levels among certain groups (Bautista & Balagtas, 2022 ; Barrot & Gabon, 2022 ). The findings reveal that while students can generally create digital outputs, differences in device quality, software access, and prior experience contribute to skill gaps that should be addressed through targeted training programs and digital resource support initiatives. The overall digital literacy score (M = 3.89, SD = 0.54) demonstrates that SUC students possess solid digital foundations necessary for effective participation in online learning. This overall level aligns with literature confirming that digital literacy is a key determinant of academic success in flexible and remote learning systems (Ramos et al., 2022 ; Alismaiel, 2022 ). While the results reflect strong competencies in information and technical literacy, the moderate variability in communication and content creation highlights the need for more comprehensive institutional support to develop these skills further. Research conducted by He and Li ( 2022 ) and Alshammari ( 2023 ) indicates that holistic digital literacy encompasses not only operational competencies but also cognitive and creative abilities that contribute to higher engagement and better academic. Schools that invest in digital learning support systems, such as ICT training, mentorship programs, and digital resource accessibility, are more likely to foster equitable learning outcomes among students with diverse backgrounds (Cabañero et al., 2023 ; Li & Zhou, 2022 ; Wang, 2022 ). Table 3 Pearson Correlation Between Digital Literacy Skills and Academic Performance Digital Literacy Dimension Pearson r p-value Interpretation Technical Literacy (TL) 0.482 p < .001 Moderate positive, significant Information Literacy (IL) 0.613 p < .001 Strong positive, significant Digital Communication & Collaboration (DCC) 0.391 p < .001 Moderate positive, significant Digital Content Creation (DCR) 0.427 p < .001 Moderate positive, significant Overall Digital Literacy 0.568 p < .001 Strong positive, significant Pearson correlation analysis as seen in Table 3 , revealed significant positive correlations between digital literacy dimensions and academic performance, indicating that higher digital competencies are associated with better academic outcomes. This aligns with studies demonstrating that digital literacy enhances online learning readiness, reduces learning anxiety, improves time management, and fosters deeper engagement in digital academic environments (Susanto et al., 2023 ; Sharma & Srivastava, 2023 ). Alismaiel ( 2022 ) and Park and Jo ( 2021 ) argued that students with strong information and technical literacy tend to navigate LMS platforms more efficiently, understand online instructions more clearly, and complete academic tasks more effectively, resulting in improved academic performance. Similarly, strong communication and collaboration skills enable students to excel in online group work, participate actively in synchronous discussions, and engage meaningfully with peers and instructors, which collectively contribute to higher grades and increased academic confidence (Lai & Hong, 2023 ; Basri et al., 2025 ). Table 4 Regression Coefficients for Digital Literacy Predictors Predictor B Std. Error Beta (β) t-value Sig. (Constant) 1.214 0.128 — 9.48 p < .001 Technical Literacy (TL) 0.182 0.047 0.214 3.87 p < .001 Information Literacy (IL) 0.326 0.056 0.381 5.82 p < .001 Digital Communication & Collaboration (DCC) 0.094 0.041 0.118 2.29 p = .023 Digital Content Creation (DCR) 0.143 0.049 0.169 2.92 p = .004 Multiple regression analysis as seen in Table 4 , revealed that Information Literacy and Technical Literacy emerged as the strongest predictors of academic performance. This finding is consistent with global and local studies on the digital literacy and online engagement (Park & Jo, 2021 ), digital literacy frameworks for higher education (Martin & Grudziecki, 2022 ), and mediating role of digital learning on self-efficay (Alismaiel, 2022 ), stating that students who are able to evaluate information effectively and navigate digital tools with ease are more likely to adapt successfully to remote learning environments and sustain academic achievement. Digital Communication and Collaboration and Digital Content Creation also contributed to academic performance but with lesser predictive strength. This pattern reflects literature (Barrot, 2021 ; Gorny & Korpak, 2023 ; Ye & Fang, 2023 ) that identifies these skills as secondary yet significant components of digital learning success, particularly for tasks involving group participation, project-based activities, and multimedia output submissions. The results reinforce the notion that digital literacy is a multidimensional construct in which each domain contributes uniquely to students’ online learning outcomes. Based on the premise of the research study, the results confirm the theoretical and empirical position that digital literacy plays a critical role in shaping academic performance in online learning environments. Consistent with previous research, the findings indicate that students with higher digital literacy scores, particularly in the areas of information evaluation, basic technical operations, communication, and digital content creation which tend to excel academically and adapt more effectively to the demands of online education (Susanto et al., 2023 ; Gomes & Soares, 2023 ); Gorny & Korpak, 2023 ). Given the increasing reliance on digital technologies in higher education, these results underscore the importance of strengthening digital literacy among SUC students through targeted interventions such as ICT training, faculty development programs, enhanced LMS support, and equitable digital resource allocation. The study contributes valuable insights to the broader discourse on digital equity, learning innovation, and strategic educational transformation within Philippine SUCs. CONCLUSION The findings of this study demonstrate that students from State Universities and Colleges (SUCs) in the National Capital Region possess generally high levels of digital literacy, with particularly strong competencies in information and technical literacy. These two domains emerged as the most developed areas among students, underscoring their importance in supporting effective participation in online learning environments. The results affirm the conclusions of previous studies indicating that information literacy which involves the ability to locate, evaluate, and use digital information responsibly serves as a foundation for academic success in virtual settings, where students must independently discern credible and relevant sources to support their learning tasks (Hamilton et al., 2022 ; Park & Jo, 2021 ; Castro & Tumibay, 2023 ). The strong performance in information literacy reflects students’ increased exposure to digital academic resources, online references, and research-based assignments inherent in flexible learning environments. Similarly, the high level of technical literacy observed in the study aligns with earlier research demonstrating that frequent engagement with LMS platforms, communication tools, and digital instructional technologies enhances students’ operational proficiency and readiness to participate in online courses (Martin & Furiv, 2023 ; Lau & Lee, 2023 ; Wiederhold, 2021 ). Technical literacy supports essential learning behaviors such as navigating course modules, uploading assignments, joining virtual classes, and troubleshooting digital issues. As such, it is unsurprising that technical literacy emerged as one of the strongest predictors of academic performance in the regression analysis, reinforcing the centrality of technological competence in the digital education landscape. The moderately high levels of Digital Communication and Collaboration and Digital Content Creation reveal that students are capable of performing communication-driven and multimedia-based academic tasks, but with noticeable variations in skill levels across individuals. These competencies are similarly important in online learning environments, where students are expected to collaborate virtually with peers, communicate effectively with instructors, and produce digital academic outputs such as presentations, reports, and multimedia submissions. The variability in these dimensions mirrors existing research (Barrot, 2021 ; Abdullah, 2022 ; Gorny & Korpak, 2023 ; Ye & Fang, 2023 ) indicating that disparities in device specifications, internet quality, digital exposure, and communication confidence influence students’ ability to perform consistently in collaborative and content-creation tasks. These results highlight the need for SUCs to integrate more structured digital communication activities, provide training in multimedia tools, and ensure equitable access to digital platforms and creation software. The correlational and regression analyses further confirm that digital literacy significantly predicts academic performance among SUC students. Consistent with previous studies (Susanto et al., 2023 ; Sharma & Srivastava, 2023 ; Alismaiel, 2022 ; Kara et al., 2022 ), the findings indicate that students with higher digital literacy across all dimensions tend to demonstrate better academic outcomes, greater engagement, and more effective online learning behaviors. The strong predictive power of information and technical literacy reflects their fundamental role in supporting online learning tasks, while the contributions of communication and content creation competencies underscore the importance of holistic digital literacy for student success. These results validate prior research framing digital literacy as a multidimensional construct that collectively shapes learners’ academic performance, motivation, and engagement in digital environments (He & Li, 2022 ; Alshammari, 2023 ; Wang, 2022 ). The study also underscores the importance of fostering digital citizenship, ethical digital behavior, and responsible engagement with online platforms, particularly in higher education settings where students rely heavily on digital tools for academic and personal activities (He & Li, 2022 ; Dizon & De Guzman, 2024 ). SUCs must therefore incorporate digital ethics, cybersecurity awareness, and online safety practices into their curriculum and co-curricular activities to support responsible digital participation. Moreover, the study contributes to the existing literature by situating digital literacy within the context of Philippine SUCs, a sector characterized by socioeconomic diversity, varying technological readiness, and distinct institutional challenges. Students in SUCs often face limited digital access, unstable connectivity, and constrained technological resources, which intersect with digital literacy and influence academic performance (Ramos et al., 2022 ; Cayubit et al., 2023 ; Alvarez, 2022 ). By focusing on this specific educational setting, the study provides contextualized insights that can inform policies and interventions tailored to the needs of SUC learners. These include strengthening digital literacy training programs, enhancing LMS support systems, investing in institutional technology infrastructure, and promoting digital inclusion initiatives to address disparities across student populations. 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Comput Educ 191 Article 104641. https://doi.org/10.1016/j.compedu.2022.104641 Rasheed RA, Kamsin A, Abdullah NA (2022) Challenges in online learning during the pandemic: A review. Sustainability 14(1). Article 283. https://doi.org/10.3390/su14010283 Lau JTF, Lee YH (2023) Technostress, digital competence, and learning performance in online learning. J Comput High Educ 35:45–67. https://doi.org/10.1007/s12528-022-09307-0 Aesaert AP, van Braak J (2023) The digital divide in higher education: A longitudinal study. Comput Educ 198 Article 104742. https://doi.org/10.1016/j.compedu.2023.104742 Lai P, Hong C (2023) Digital inequality in online learning: The moderating role of institutional support. Educ Inform Technol 28:11311–11333. https://doi.org/10.1007/s10639-023-11558-0 Basri AM, Yusof N, Rizal SM (2025) Digital readiness and student engagement in post-pandemic education. Interact Learn Environ 33(8):1234–1249. https://doi.org/10.1080/10494820.2023.2181157 Abdullah NH (2022) ICT competency and academic performance of university students. Int J Educ Dev Using ICT 18(4):112–129 Gorny M, Korpak J (2023) Digital literacy as a predictor of e-learning outcomes: A review of empirical research. J Comput Assist Learn 39:512–530. https://doi.org/10.1111/jcal.12776 Wang Q (2022) Digital literacy and learning effectiveness in online classrooms. Asia-Pacific J Educ 42(2):310–326. https://doi.org/10.1080/02188791.2022.2050564 Quiambao SB, Garcia M (2022) Flexible learning in Philippine higher education: A student perspective. Philippine J Educ 101(3):15–32 Ye H, Fang F (2023) Digital content creation and higher-order thinking. Br J Edu Technol 54(1):157–177. https://doi.org/10.1111/bjet.13269 Barrot CJ, Gabon AL (2022) E-learning access, digital skills, and learning satisfaction among Filipino students. Educ Inform Technol 27:9101–9120. https://doi.org/10.1007/s10639-022-11036-x Bautista LF, Balagtas K (2022) Digital challenges among SUC students in rural regions. Open J Social Sci 10:102–114. https://doi.org/10.4236/jss.2022.102008 Baticulon R et al (2021) Barriers to online learning among medical students. J Med Internet Res 23(2) Article e23940. https://doi.org/10.2196/23940 Creswell JW, Creswell JD (2023) Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage Publications. Publisher link: https://us.sagepub.com/en-us/nam/research-design/book268065 Wang X, Cheng Z (2020) Cross-sectional studies: Strengths, weaknesses, and recommendations. Heliyon 6(12):e03931 Additional Declarations The authors declare no competing interests. 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This shift is particularly evident among public higher education institutions such as State Universities and Colleges (SUCs) in the Philippines, where flexible learning modalities, digital ecosystems, and remote instructional platforms have become essential components of pedagogical delivery. The adoption of learning management systems (LMS), virtual classrooms, digital repositories, and e-assessment technologies has underscored the growing importance of digital literacy as a core competency among university students, as readiness for online learning is strongly associated with digital competence in higher education settings (Tang \u0026amp; Chaw, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Digital literacy encompasses not only operational skills but also a wide range of cognitive, technical, and socio-emotional abilities needed to navigate modern learning environments. These competencies suggested by Mishra (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Martin and Furiv (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), include the evaluation of online information, digital content creation, virtual collaboration, cybersecurity awareness, and responsible digital citizenship, all of which are foundational for effective participation in online and blended learning systems. Students must therefore demonstrate not only the ability to use digital tools but also the capacity to adapt to emerging digital demands, engage meaningfully through online platforms, and contribute productively in digital learning environments where autonomy, self-regulation, and information discernment are essential (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Park \u0026amp; Jo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Hamilton et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eInternational literature reveals that digital literacy strongly influences student academic performance, particularly in online learning environments characterized by high interactivity and technological dependence. In the similar study about digital literacy conducted by Martin and Furiv (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Gomes and Soares (\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), and Caba\u0026ntilde;ero et al. (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), digital literacy serves as a prerequisite for engagement, persistence, and academic success in flexible learning modes, where students must manage digital workloads, interpret remote instructions, communicate through online media, and use digital content critically and responsibly. In the Philippines, the rapid expansion of flexible learning across SUCs has intensified the need for students to acquire strong digital competencies amidst persistent challenges related to digital access (Ramos, et al., (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), limited technological resources (Cayubit et al., (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), socioeconomic barriers (Dizon \u0026amp; De Guzman, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), and varying levels of institutional preparedness (Mishra, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). These contextual differences highlight the critical reality that online learning effectiveness cannot be determined solely by the availability of digital infrastructure; instead, it depends significantly on students\u0026rsquo; capacity to navigate, utilize, and maximize digital tools for academic purposes (Alismaiel, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eA growing body of research affirms that students with stronger digital literacy skills consistently perform better in online academic settings (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). For example, studies demonstrate that digital literacy positively predicts online self-efficacy, learning satisfaction, and academic achievement, emphasizing that digitally proficient learners show stronger cognitive engagement, more effective learning strategies, and greater persistence in online courses (Alshammari, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sharma \u0026amp; Srivastava, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Further evidence resulted from the study on digital literacy with online learning (Park \u0026amp; Jo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Gomes \u0026amp; Soares, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), indicates that digital literacy enhances student engagement through technology acceptance, which in turn helps facilitate learning outcomes in virtual classrooms. On the other hand, Kara et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Strzelecki (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), and Wang (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) stressed that systematic reviews likewise confirm the centrality of digital literacy to student success, revealing that digital competencies significantly influence learning behaviors, online engagement, and academic performance in technology-mediated educational contexts. These findings align with broader international studies that emphasize the importance of holistic digital competence in supporting sustainable participation in digital learning systems (Hamilton et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Martin \u0026amp; Grudziecki, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWithin the Philippine context, in the study conducted by Filipino researchers (Cayubit et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Dizon \u0026amp; De Guzman, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), SUCs continue to face unique challenges in sustaining digital learning environments. These include unstable internet connectivity, high financial cost of digital devices, inconsistent access to learning technologies, and varied digital skill levels among students and faculty. Although many SUCs have initiated strategic efforts to strengthen technological infrastructure, faculty training, digital resource distribution, and LMS implementation, the digital literacy of students remains a decisive factor influencing their participation, engagement, and academic performance in online learning. Several studies show that deficits in digital literacy often correspond to challenges in accessing learning materials, difficulty navigating LMS platforms, lower engagement in online interactions, and increased likelihood of academic errors in digital submissions (Dizon \u0026amp; De Guzman, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Barrot, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Such challenges according to conditions common among SUC populations nationwide Perez and Lorenzana (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) and Alvarez (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) disproportionately affect students from lower socioeconomic backgrounds, many of whom rely heavily on mobile devices, unstable internet signals, and limited household resources.\u003c/p\u003e\u003cp\u003eDigital literacy is also integral to workforce readiness, problem-solving abilities, and participation in digital societies. It enhances students\u0026rsquo; employability skills (Perez \u0026amp; Lorenzana, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), supports innovation, and strengthens their capacity to adapt to evolving technological environments, which are critical demands in the modern workplace (Tang \u0026amp; Chaw, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Studies indicate that digital literacy significantly contributes to students\u0026rsquo; preparedness for future employment, especially in fields where technological adaptability, digital task management, and online communication skills are required (Martin \u0026amp; Grudziecki, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; He \u0026amp; Li, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Because SUCs serve a wide demographic, including students from underserved, marginalized, and economically constrained communities, strengthening digital literacy not only improves learning outcomes but also advances equity and contributes to national development goals (Barrot, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Alvarez, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDigital literacy is now widely conceptualized as a multidimensional construct that encompasses technical literacy, information literacy, digital communication skills, digital content creation, and responsible digital citizenship. Technical literacy as defined by Castro and Tumibay (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) refers to students\u0026rsquo; capability to operate digital tools, navigate online systems, and troubleshoot basic digital issues. Information literacy according to Hamilton et al. (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) concerns the ability to search, evaluate, and ethically use information from digital sources, an essential skill in online research-based learning environments. Digital communication and collaboration refer to learners\u0026rsquo; ability to engage with peers and instructors using digital platforms, participate in online group work, and maintain productive digital interactions (Park \u0026amp; Jo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Digital content creation involves the production, editing, and sharing of multimedia academic outputs using digital tools (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Moreover, He and Li (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) pointed out that responsible digital citizenship encompasses ethical digital behavior, data privacy awareness, and safe online practices. These dimensions collectively shape students\u0026rsquo; success in online learning environments where digital competence is an essential requirement for academic achievement, engagement, and sustained participation.\u003c/p\u003e\u003cp\u003eDespite the growing global literature on digital literacy, substantial research gaps remain in the Philippine SUC context. Emphasized by Prez and Lorenzana (2024) and Alvarez (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), much of the existing research focuses on private institutions, urban universities, or general higher education settings without explicitly addressing the structural, socioeconomic, and institutional conditions unique to SUCs. Likewise, while the themes of digital access and technological infrastructure have been studied extensively, fewer empirical studies investigate how digital literacy directly predicts academic performance among SUC students navigating online learning systems. Argued in the research conducted by Ramos et al. in 2022 and Dizon and De Guzman in 2024, digital literacy gap is crucial because SUC students often experience structural disadvantages that intersect with digital literacy, including limited device ownership, unstable connectivity, economic hardships, and varying degrees of institutional support. Consequently, understanding digital literacy within SUCs is essential for developing digital inclusion policies, targeted learning interventions, and institutional programs that promote equitable access to online learning opportunities.\u003c/p\u003e\u003cp\u003eGiven these contexts, this study aims to investigate the influence of digital literacy skills on academic performance among students enrolled in online learning environments of State Universities and Colleges in the Philippines. By conceptualizing digital literacy as a multidimensional construct including technical literacy, information literacy, digital communication competencies, and digital content creation. The investigation about the digital literacy multidimensional construct provides a comprehensive understanding of how these competencies affect academic outcomes. The study\u0026rsquo;s novelty lies in its contextual specificity, multidimensional approach, outcome-focused analysis, and policy relevance. Findings from this investigation can guide SUCs in designing digital literacy interventions, curriculum enhancements, technological support programs, and strategic capacity-building initiatives to strengthen online learning systems and improve academic success in a rapidly evolving digital learning landscape.\u003c/p\u003e"},{"header":"RESEARCH METHOD","content":"\u003cp\u003eThis study employed a quantitative, cross-sectional correlational design (Wang \u0026amp; Cheng, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) to examine the influence of digital literacy skills on academic performance among students enrolled in online learning environments across State Universities and Colleges (SUCs) in the National Capital Region (NCR). A cross-sectional correlational approach is appropriate for studies that aim to determine associations among naturally occurring variables measured at a single point in time, especially in large higher education systems transitioning toward digital learning modalities. This approach has been widely used in contemporary digital literacy and online learning research to assess students\u0026rsquo; competencies, readiness, and academic outcomes without manipulating independent variables, thereby allowing for the objective examination of predictive relationships among educational constructs (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alismaiel, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kara et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Gomes \u0026amp; Soares, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Given the increasing reliance on digital tools in SUCs, this methodology provides a suitable framework for analyzing how variations in digital literacy contribute to variations in academic performance.\u003c/p\u003e\u003cp\u003eThe population of the study included undergraduate students from six SUCs in the NCR that implemented online or blended learning systems. These institutions include the Polytechnic University of the Philippines (PUP), Technological University of the Philippines (TUP), Rizal Technological University (RTU), Philippine Normal University (PNU), Philippine State College of Aeronautics (PhilSCA), and Marikina Polytechnic College (MPC). To ensure proportional representation across institutions with varying enrollment sizes, the study utilized stratified random sampling. Sixty students were selected from each SUC, yielding a total sample size of 360 participants. Stratified random sampling (Creswell \u0026amp; Creswell, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), minimizes sampling bias and ensures representation from diverse academic programs and socioeconomic backgrounds, which is necessary in analyzing SUC populations where digital access and readiness often vary significantly (Tang \u0026amp; Chaw, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Martin \u0026amp; Furiv, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ramos et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSUCs in NCR With Corresponding Target Samples (n\u0026thinsp;=\u0026thinsp;360)\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eState University / College (SUC)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLocation\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTarget Sample (Students)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1. Polytechnic University of the Philippines (PUP)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eManila\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2. Technological University of the Philippines (TUP)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eManila\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3. Rizal Technological University (RTU)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMandaluyong / Pasig\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4. Philippine Normal University (PNU)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eManila\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5. Philippine State College of Aeronautics (PhilSCA)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePasay City\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6. Marikina Polytechnic College (MPC)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eMarikina City\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e360 students\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe sample size also meets recommended thresholds for correlation and regression analyses. According to guidelines for multivariate statistical modeling, a minimum of 15\u0026ndash;20 respondents per predictor variable is necessary to ensure stable model estimates and adequate statistical power as found out in the research study conducted by Hair et al., (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). With multiple predictors representing digital literacy dimensions, the sample of 360 respondents exceeds minimum requirements and therefore strengthens the reliability of the study\u0026rsquo;s statistical analyses.\u003c/p\u003e\u003cp\u003eData were collected using an online survey questionnaire composed of two major sections:\u003c/p\u003e\u003cp\u003e(1) digital literacy skills, and\u003c/p\u003e\u003cp\u003e(2) academic performance.\u003c/p\u003e\u003cp\u003eThe digital literacy component was adapted from validated measurement instruments used in prior studies on higher education learners\u0026rsquo; digital competencies, including frameworks assessing technical literacy, information literacy, digital communication and collaboration, and digital content creation (Hamilton et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; He \u0026amp; Li, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kara et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The items were aligned with contemporary digital literacy research emphasizing operational, cognitive, and communication-related skills required for effective online learning (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alshammari, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Strzelecki, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe academic performance component utilized a self-reported academic rating scale aligned with methods used in online learning studies to measure students\u0026rsquo; academic standing under remote and flexible learning conditions supported by the previous study of Park \u0026amp; Jo (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Sharma and Srivastava (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe instrument underwent content validation by three experts specializing in educational technology, digital literacy, and quantitative research methods, ensuring relevance, clarity, and alignment with the constructs under investigation.\u003c/p\u003e\u003cp\u003ePrior to the main data collection, a pilot test was conducted with 30 students from a non-participating SUC to assess the reliability of the instrument. Reliability was measured using Cronbach\u0026rsquo;s alpha, where values of α\u0026thinsp;\u0026ge;\u0026thinsp;.70 were considered acceptable for social science research (Hair et al., \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). All subscales exceeded this threshold, indicating strong internal consistency among items measuring digital literacy dimensions.\u003c/p\u003e\u003cp\u003eEthical considerations were central to the data collection process. Participation was voluntary, informed consent was secured, anonymity was ensured, and storage of responses followed institutional research ethics protocols consistent with national standards and recent ethics literature on digital education (Wiederhold, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Al-Hariri \u0026amp; Al-Hattami, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Barrot, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eDescriptive statistics including mean scores, standard deviations, and interpretive descriptors were used to summarize students\u0026rsquo; digital literacy levels and academic performance. Pearson\u0026rsquo;s product-moment correlation coefficient was used to examine relationships among variables, an analytic approach widely applied in studies exploring associations between digital literacy and academic performance in online environments (Park \u0026amp; Jo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Gomes \u0026amp; Soares, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Quiambao \u0026amp; Garcia, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Multiple linear regression analysis was employed to identify which specific dimensions of digital literacy significantly predicted academic performance. This method is consistent with analytical approaches in digital education research that seek to understand how multiple competencies collectively influence academic outcomes (Li \u0026amp; Zhou, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Wang, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kara et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e"},{"header":"RESULTS AND DISCUSSIONS","content":"\u003cp\u003eDigital literacy skills are essential competencies for students engaged in online learning environments, particularly in State Universities and Colleges (SUCs) in the National Capital Region (NCR), where flexible and technology-mediated education has become a primary instructional modality. The results presented in this study offer comprehensive insights into the digital readiness of students, highlighting their strengths and areas requiring further enhancement across the dimensions of digital literacy. These findings echo a substantial body of literature that underscores the central role of digital literacy in shaping academic performance, online engagement, and learning satisfaction in virtual learning environments (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alshammari, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The analysis reflects the current digital learning landscape of SUCs, where diverse student populations experience varying levels of technological access, digital competence, and learning support (Ramos et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cayubit et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eSummary of Digital Literacy Skills Indicators with Mean and Standard Deviation\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Literacy Indicator\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDescription\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStandard Deviation (SD)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTechnical Literacy (TL)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAbility to operate digital devices, navigate LMS platforms, and troubleshoot basic technical issues.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.94\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInformation Literacy (IL)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAbility to locate, evaluate, analyze, and ethically use information from digital sources.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e4.02\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eVery High\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Communication \u0026amp; Collaboration (DCC)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAbility to communicate, collaborate, and engage effectively using digital tools and online platforms.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.76\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.62\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eModerately High\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Content Creation (DCR)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAbility to create, edit, and produce digital academic outputs using software and online tools.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.72\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.65\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eModerately High\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOverall Digital Literacy Skills\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eComposite measure of all four dimensions of digital literacy.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e3.89\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e\u003cp\u003e0.54\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eHigh\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003eTechnical Literacy\u003c/h3\u003e\n\u003cp\u003eTechnical Literacy followed with a high rating (M\u0026thinsp;=\u0026thinsp;3.94, SD\u0026thinsp;=\u0026thinsp;0.58), indicating proficiency in operating digital devices, navigating LMS platforms, and managing technical aspects of online learning. This confirms earlier research of Martin and Furiv (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Lau and Lee (\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), suggesting that regular engagement with remote learning systems strengthens operational digital skills among higher education students. Studies have noted similar findings of the studied conducted by Wiederhold (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) and Al-Hariri and Al-Hattami (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) demonstrating that the abrupt transition to online learning during the pandemic accelerated the development of students\u0026rsquo; technical competencies, as they were required to use virtual classrooms, digital submission portals, and communication software regularly. Despite challenges in device availability and internet stability among some student groups, SUCs have conducted orientations, LMS trainings, and capacity-building sessions that may have contributed to students\u0026rsquo; strong technical proficiency (Caba\u0026ntilde;ero et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Dizon \u0026amp; De Guzman, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). The results mirror findings that technical literacy is foundational for online learning engagement and is positively associated with students\u0026rsquo; willingness to participate in digital learning platforms (Quiambao \u0026amp; Garcia, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eInformation Literacy\u003c/h3\u003e\n\u003cp\u003eThe overall assessment of students\u0026rsquo; digital literacy competencies revealed high proficiency levels across several dimensions, suggesting that SUC students have developed the foundational digital skills needed to navigate online academic systems effectively. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e shows that Information Literacy obtained the highest rating, with a mean of 4.02 (SD\u0026thinsp;=\u0026thinsp;0.51), interpreted as \u0026ldquo;Very High.\u0026rdquo; Information Literacy pertains to students\u0026rsquo; ability to locate, evaluate, analyze, and ethically use information derived from digital sources. This finding is consistent with research findings about SAMR model (Hamilton et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and the indirect effect of technology acceptance (Park \u0026amp; Jo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), indicating that university students who frequently engage in online research, digital content evaluation, and information management develop stronger information literacy skills, which positively influence academic outcomes. Prior studies (Castro \u0026amp; Tumibay, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Martin \u0026amp; Grudziecki, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) have shown that information literacy is one of the most stable and strongly developed competencies among online learners, largely due to repeated exposure to digital resources, academic databases, and online materials necessary for course requirements. The strong performance observed in this study aligns with observations that students in flexible learning environments are required to independently assess the credibility and relevance of digital content, thereby reinforcing their information literacy capabilities (Perez \u0026amp; Lorenzana, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2024\u003c/span\u003e).\u003c/p\u003e\n\u003ch3\u003eDigital Communication and Collaboration\u003c/h3\u003e\n\u003cp\u003eDigital Communication and Collaboration posted a moderately high proficiency level (M\u0026thinsp;=\u0026thinsp;3.76, SD\u0026thinsp;=\u0026thinsp;0.62). This dimension captures students\u0026rsquo; ability to communicate effectively through digital channels, collaborate in online tasks, and engage constructively in virtual interactions. The moderate variability suggests that while many students can navigate digital communication tools effectively, disparities exist in synchronous engagement, online etiquette, and collaborative readiness. This pattern is reflected in studies on digital learning on online engagement (Park and Jo (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), challenges on online learning (Barrot, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), and ICT competencies and academic performance (Abdullah, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), showing that digital communication skills often fluctuate based on access to stable internet connectivity, familiarity with communication tools, and exposure to group-based online activities. Research involving Filipino students reveals that while many perform adequately during online group tasks, others struggle with communication delays, inconsistent participation, and limited collaborative feedback due to technical and contextual constraints (Lai \u0026amp; Hong, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Basri et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2025\u003c/span\u003e). These challenges highlight the need for SUCs to strengthen collaborative online practices, integrate communication-focused digital activities, and ensure that students have equitable access to synchronous learning opportunities.\u003c/p\u003e\n\u003ch3\u003eDigital Content Creation\u003c/h3\u003e\n\u003cp\u003eDigital Content Creation received a moderately high rating (M\u0026thinsp;=\u0026thinsp;3.72, SD\u0026thinsp;=\u0026thinsp;0.65), indicating competence in producing, editing, and presenting academic outputs using digital tools. This competency is crucial in online learning environments where students must frequently submit multimedia presentations, digital reports, and projects using appropriate software. The relatively higher standard deviation suggests broader variability in skill levels compared to other digital literacy dimensions. This aligns with that of the studies conducted by Gorny and Korpak (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and Ye and Fang in 2023, noting that digital content creation is one of the least uniform skills among students, largely because it requires not only basic technical ability but also creativity, access to editing applications, and multimedia proficiency. Students from resource-limited settings may have fewer opportunities to experiment with advanced editing tools or multimedia applications, resulting in lower proficiency levels among certain groups (Bautista \u0026amp; Balagtas, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Barrot \u0026amp; Gabon, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The findings reveal that while students can generally create digital outputs, differences in device quality, software access, and prior experience contribute to skill gaps that should be addressed through targeted training programs and digital resource support initiatives.\u003c/p\u003e\u003cp\u003eThe overall \u003cem\u003edigital literacy score\u003c/em\u003e (M\u0026thinsp;=\u0026thinsp;3.89, SD\u0026thinsp;=\u0026thinsp;0.54) demonstrates that SUC students possess solid digital foundations necessary for effective participation in online learning. This overall level aligns with literature confirming that digital literacy is a key determinant of academic success in flexible and remote learning systems (Ramos et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Alismaiel, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). While the results reflect strong competencies in information and technical literacy, the moderate variability in communication and content creation highlights the need for more comprehensive institutional support to develop these skills further. Research conducted by He and Li (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Alshammari (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) indicates that holistic digital literacy encompasses not only operational competencies but also cognitive and creative abilities that contribute to higher engagement and better academic. Schools that invest in digital learning support systems, such as ICT training, mentorship programs, and digital resource accessibility, are more likely to foster equitable learning outcomes among students with diverse backgrounds (Caba\u0026ntilde;ero et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Li \u0026amp; Zhou, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Wang, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003ePearson Correlation Between Digital Literacy Skills and Academic Performance\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Literacy Dimension\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003ePearson r\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eInterpretation\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTechnical Literacy (TL)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.482\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eModerate positive, significant\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInformation Literacy (IL)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.613\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStrong positive, significant\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Communication \u0026amp; Collaboration (DCC)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.391\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eModerate positive, significant\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Content Creation (DCR)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.427\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eModerate positive, significant\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOverall Digital Literacy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.568\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eStrong positive, significant\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003ePearson correlation analysis as seen in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e, revealed significant positive correlations between digital literacy dimensions and academic performance, indicating that higher digital competencies are associated with better academic outcomes. This aligns with studies demonstrating that digital literacy enhances online learning readiness, reduces learning anxiety, improves time management, and fosters deeper engagement in digital academic environments (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sharma \u0026amp; Srivastava, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Alismaiel (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and Park and Jo (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) argued that students with strong information and technical literacy tend to navigate LMS platforms more efficiently, understand online instructions more clearly, and complete academic tasks more effectively, resulting in improved academic performance. Similarly, strong communication and collaboration skills enable students to excel in online group work, participate actively in synchronous discussions, and engage meaningfully with peers and instructors, which collectively contribute to higher grades and increased academic confidence (Lai \u0026amp; Hong, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Basri et al., \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2025\u003c/span\u003e).\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eRegression Coefficients for Digital Literacy Predictors\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePredictor\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eB\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBeta (β)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003et-value\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e(Constant)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e1.214\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.128\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e\u0026mdash;\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e9.48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTechnical Literacy (TL)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.182\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.047\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.214\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e3.87\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInformation Literacy (IL)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.326\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.056\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.381\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e5.82\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u0026thinsp;\u0026lt;\u0026thinsp;.001\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Communication \u0026amp; Collaboration (DCC)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.094\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.041\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.118\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u0026thinsp;=\u0026thinsp;.023\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDigital Content Creation (DCR)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e\u003cp\u003e0.143\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e\u003cp\u003e0.049\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0.169\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e\u003cp\u003e2.92\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003ep\u0026thinsp;=\u0026thinsp;.004\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eMultiple regression analysis as seen in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e, revealed that Information Literacy and Technical Literacy emerged as the strongest predictors of academic performance. This finding is consistent with global and local studies on the digital literacy and online engagement (Park \u0026amp; Jo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), digital literacy frameworks for higher education (Martin \u0026amp; Grudziecki, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), and mediating role of digital learning on self-efficay (Alismaiel, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), stating that students who are able to evaluate information effectively and navigate digital tools with ease are more likely to adapt successfully to remote learning environments and sustain academic achievement. Digital Communication and Collaboration and Digital Content Creation also contributed to academic performance but with lesser predictive strength. This pattern reflects literature (Barrot, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Gorny \u0026amp; Korpak, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ye \u0026amp; Fang, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) that identifies these skills as secondary yet significant components of digital learning success, particularly for tasks involving group participation, project-based activities, and multimedia output submissions. The results reinforce the notion that digital literacy is a multidimensional construct in which each domain contributes uniquely to students\u0026rsquo; online learning outcomes.\u003c/p\u003e\u003cp\u003eBased on the premise of the research study, the results confirm the theoretical and empirical position that digital literacy plays a critical role in shaping academic performance in online learning environments. Consistent with previous research, the findings indicate that students with higher digital literacy scores, particularly in the areas of information evaluation, basic technical operations, communication, and digital content creation which tend to excel academically and adapt more effectively to the demands of online education (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Gomes \u0026amp; Soares, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2023\u003c/span\u003e); Gorny \u0026amp; Korpak, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Given the increasing reliance on digital technologies in higher education, these results underscore the importance of strengthening digital literacy among SUC students through targeted interventions such as ICT training, faculty development programs, enhanced LMS support, and equitable digital resource allocation. The study contributes valuable insights to the broader discourse on digital equity, learning innovation, and strategic educational transformation within Philippine SUCs.\u003c/p\u003e"},{"header":"CONCLUSION","content":"\u003cp\u003eThe findings of this study demonstrate that students from State Universities and Colleges (SUCs) in the National Capital Region possess generally high levels of digital literacy, with particularly strong competencies in information and technical literacy. These two domains emerged as the most developed areas among students, underscoring their importance in supporting effective participation in online learning environments. The results affirm the conclusions of previous studies indicating that information literacy which involves the ability to locate, evaluate, and use digital information responsibly serves as a foundation for academic success in virtual settings, where students must independently discern credible and relevant sources to support their learning tasks (Hamilton et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Park \u0026amp; Jo, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Castro \u0026amp; Tumibay, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). The strong performance in information literacy reflects students\u0026rsquo; increased exposure to digital academic resources, online references, and research-based assignments inherent in flexible learning environments.\u003c/p\u003e\u003cp\u003eSimilarly, the high level of technical literacy observed in the study aligns with earlier research demonstrating that frequent engagement with LMS platforms, communication tools, and digital instructional technologies enhances students\u0026rsquo; operational proficiency and readiness to participate in online courses (Martin \u0026amp; Furiv, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Lau \u0026amp; Lee, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wiederhold, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Technical literacy supports essential learning behaviors such as navigating course modules, uploading assignments, joining virtual classes, and troubleshooting digital issues. As such, it is unsurprising that technical literacy emerged as one of the strongest predictors of academic performance in the regression analysis, reinforcing the centrality of technological competence in the digital education landscape.\u003c/p\u003e\u003cp\u003eThe moderately high levels of Digital Communication and Collaboration and Digital Content Creation reveal that students are capable of performing communication-driven and multimedia-based academic tasks, but with noticeable variations in skill levels across individuals. These competencies are similarly important in online learning environments, where students are expected to collaborate virtually with peers, communicate effectively with instructors, and produce digital academic outputs such as presentations, reports, and multimedia submissions. The variability in these dimensions mirrors existing research (Barrot, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Abdullah, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Gorny \u0026amp; Korpak, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Ye \u0026amp; Fang, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) indicating that disparities in device specifications, internet quality, digital exposure, and communication confidence influence students\u0026rsquo; ability to perform consistently in collaborative and content-creation tasks. These results highlight the need for SUCs to integrate more structured digital communication activities, provide training in multimedia tools, and ensure equitable access to digital platforms and creation software.\u003c/p\u003e\u003cp\u003eThe correlational and regression analyses further confirm that digital literacy significantly predicts academic performance among SUC students. Consistent with previous studies (Susanto et al., \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Sharma \u0026amp; Srivastava, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alismaiel, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Kara et al., \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), the findings indicate that students with higher digital literacy across all dimensions tend to demonstrate better academic outcomes, greater engagement, and more effective online learning behaviors. The strong predictive power of information and technical literacy reflects their fundamental role in supporting online learning tasks, while the contributions of communication and content creation competencies underscore the importance of holistic digital literacy for student success. These results validate prior research framing digital literacy as a multidimensional construct that collectively shapes learners\u0026rsquo; academic performance, motivation, and engagement in digital environments (He \u0026amp; Li, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Alshammari, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Wang, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe study also underscores the importance of fostering digital citizenship, ethical digital behavior, and responsible engagement with online platforms, particularly in higher education settings where students rely heavily on digital tools for academic and personal activities (He \u0026amp; Li, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Dizon \u0026amp; De Guzman, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). SUCs must therefore incorporate digital ethics, cybersecurity awareness, and online safety practices into their curriculum and co-curricular activities to support responsible digital participation.\u003c/p\u003e\u003cp\u003eMoreover, the study contributes to the existing literature by situating digital literacy within the context of Philippine SUCs, a sector characterized by socioeconomic diversity, varying technological readiness, and distinct institutional challenges. Students in SUCs often face limited digital access, unstable connectivity, and constrained technological resources, which intersect with digital literacy and influence academic performance (Ramos et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cayubit et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Alvarez, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). 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Heliyon 6(12):e03931\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Technological University of the Philippines","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Digital Literacy, Online Learning, Academic Performance, Information Literacy, Technical Skills","lastPublishedDoi":"10.21203/rs.3.rs-8284955/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8284955/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe rapid shift toward online and technology-mediated learning has heightened the need for strong digital literacy skills among students in State Universities and Colleges (SUCs) in the National Capital Region. This study examined how four dimensions of digital literacy: technical literacy, information literacy, digital communication and collaboration, and digital content creation influence academic performance in online learning environments. Using a quantitative, cross-sectional correlational design, data were collected from 360 student respondents across six SUCs through a validated online survey. Descriptive statistics, Pearson correlation, and multiple linear regression were employed to determine the relationships and predictive strengths of the digital literacy components. Results showed high overall digital literacy among students, with information literacy receiving the highest proficiency rating, followed by technical literacy. Digital communication, collaboration, and content creation were moderately high, indicating areas where skills varied more widely. Correlation analysis revealed that all digital literacy dimensions were significantly associated with academic performance. Regression results further identified information literacy and technical literacy as the strongest predictors of academic success, while communication and content creation also contributed meaningfully. The study found out that digital literacy is a critical determinant of academic performance in online learning. Strengthening these competencies through targeted training, enhanced institutional support, and equitable digital access is essential for improving student learning outcomes in SUCs.\u003c/p\u003e","manuscriptTitle":"Digital Literacy Skills and Academic Performance on Online Learning Environments of State Universities and Colleges in the Philippines","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-12-09 07:24:38","doi":"10.21203/rs.3.rs-8284955/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0821b3af-9659-4423-91cb-8e50f474935f","owner":[],"postedDate":"December 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-12-09T07:24:38+00:00","versionOfRecord":[],"versionCreatedAt":"2025-12-09 07:24:38","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8284955","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8284955","identity":"rs-8284955","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}