Exploring digital competence’s impact on faculty well-being through SEM-SVM analysis

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dc.contributor.authorAnwar, Rana Salman
dc.contributor.authorAhmed, Rizwan Raheem
dc.contributor.authorStreimikiene, Dalia
dc.contributor.authorStreimikis, Justas
dc.contributor.otherEkonomická fakultacs
dc.date.accessioned2025-06-09T09:29:32Z
dc.date.available2025-06-09T09:29:32Z
dc.description.abstractThis research aims to explore the impact of digital teaching competence on faculty career well-being, teacher self-efficacy, and the moderating role of pedagogical content knowledge within the context of colleges in Pakistan. A quantitative approach was adopted, involving 266 faculty members from various academic programs in colleges across Pakistan. Data were collected through an online survey using validated scales adapted from prior research. The study used partial least squares structural equation modeling (PLS-SEM) to analyze the relationships between constructs. Support vector machine (SVM) analysis was conducted using JASP software to enhance predictive accuracy and identify the importance of key features in the dataset. The results confirm that digital teaching competence significantly impacts faculty career well-being and teacher self-efficacy. Teacher self-efficacy mediated the relationship between digital teaching competence and faculty career well-being, providing deeper insights into this linkage. Furthermore, pedagogical content knowledge moderated the effect of digital teaching competence on faculty career well-being, emphasizing its critical role. The inclusion of SVM analysis revealed the significance of variables such as psychological factors and AI exposure in influencing predictive performance, further validating the robustness of the findings. This study contributes to the existing literature by demonstrating the critical role of digital teaching competencies in enhancing faculty members’ well-being and effectiveness. It underscores the need for targeted professional development programs that integrate technology and pedagogy, ultimately fostering a more supportive educational environment for faculty and improving overall teaching quality.en
dc.formattext
dc.identifier.doi10.15240/tul/001/2025-2-015
dc.identifier.eissn2336-5604
dc.identifier.issn1212-3609
dc.identifier.urihttps://dspace.tul.cz/handle/15240/176886
dc.language.isoen
dc.publisherTechnická Univerzita v Libercics
dc.publisherTechnical university of Liberec, Czech Republicen
dc.publisher.abbreviationTUL
dc.relation.ispartofEkonomie a Managementcs
dc.relation.ispartofEconomics and Managementen
dc.relation.isrefereedtrue
dc.rightsCC BY-NC
dc.subjectDigital teaching competenceen
dc.subjectteacher self-efficacyen
dc.subjectpedagogical content knowledgeen
dc.subjectfaculty career well-beingen
dc.subjectsupport vector machineen
dc.subject.classificationI23
dc.subject.classificationJ24
dc.subject.classificationO33
dc.titleExploring digital competence’s impact on faculty well-being through SEM-SVM analysisen
dc.typeArticleen
local.accessopen
local.citation.epage260
local.citation.spage242
local.facultyFaculty of Economics
local.filenameEM_2_2025_15
local.fulltextyes
local.relation.abbreviationE+Mcs
local.relation.abbreviationE&Men
local.relation.issue2
local.relation.volume28
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