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Modeling the Influence of Digital Literacy and ICT Competency on
Perceived Educational Quality in Cambodian Public Universities: A
Structural Equation Modeling Approach
*Samean Phon1, Dhakir Abbas Ali2
1 School of Business and Management, Lincoln University College, Selangor, Malaysia
* Corresponding author
DOI: https://doi.org/10.51244/IJRSI.2025.120800267
Received: 08 Sep 2025; Accepted: 17 Sep 2025; Published: 04 October 2025
ABSTRACT
This study investigates the influence of digital literacy and ICT competency on perceived educational quality
in Cambodian public universities using a structural equation modeling (SEM) approach. A quantitative
research design was employed, with data collected through 306 valid survey responses from students across
five public universities. Measurement and structural models were assessed using SmartPLS 3.0, confirming
strong reliability, validity, and model fit. The findings reveal that both digital literacy and ICT competency
have significant positive effects on educational quality, with digital literacy exerting a stronger impact.
Specifically, digital literacy demonstrated a moderate effect size (f² = 0.239), while ICT competency showed a
smaller yet meaningful effect (f² = 0.079). Together, the predictors explained 26.4% of the variance in
perceived educational quality. These results underscore the importance of prioritizing digital literacy
development alongside ICT competency to enhance student engagement, teaching effectiveness, and overall
educational outcomes. The study contributes empirical evidence from the Cambodian higher education context
and offers practical insights for policymakers and university leaders to strengthen digital integration strategies.
Limitations include the study’s focus on selected universities and its cross-sectional design; future research
should adopt longitudinal approaches and broader samples to capture long-term impacts.
Keywords: Technology Integration, Digital Literacy, ICT Competency, Digital Infrastructure, Cambodian
Universities
INTRODUCTION
Technology integration has become a catalyst for innovation and efficiency in higher education, offering new
pathways to enhance teaching, learning, and institutional development. As universities worldwide transition
from traditional pedagogies to digitally enriched environments, digital literacy and ICT competency have
emerged as critical foundations for achieving quality education. These competencies empower students and
educators to effectively engage with digital platforms, fostering interactive, student-centered learning
experiences. In the Cambodian context, while considerable investments have been made to support ICT
adoption, disparities in digital skills and infrastructure continue to challenge consistent educational
improvement. The shift toward technology-driven instruction demands not only access to digital tools but also
the ability to critically navigate, apply, and adapt them within evolving academic settings. This study aims to
explore how digital literacy and ICT competency influence education quality in Cambodian universities, with
particular attention to student engagement, skill development, and pedagogical transformation. The findings
are expected to inform more inclusive and sustainable strategies for enhancing educational outcomes through
technology.
The integration of digital technologies into higher education has fundamentally reshaped pedagogical
practices, positioning digital literacy and ICT competency as essential drivers of quality education. In
university settings, these competencies go beyond technical proficiency, encompassing the critical ability to
access, evaluate, and apply digital tools for communication, problem-solving, and independent learning.
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Globally, digital platforms such as learning management systems, video conferencing tools, and online
collaborative spaces have transformed the learning environment, enabling more interactive and student-
centered approaches. In Cambodia, significant strides have been made through national policies aimed at
advancing digital infrastructure and equipping institutions with ICT resources. However, gaps persist in the
practical implementation of these tools, particularly in terms of user readiness and effective pedagogical
integration. Despite the increased availability of technology, the impact of digital tools on student outcomes
remains contested. While studies have linked ICT integration to enhanced critical thinking and engagement
(Chhom & Kep, 2022; Jing & Abbas Ali, 2024),others caution against overreliance, citing challenges such as
digital distraction and reduced interpersonal interaction (A Erkan, 2019). These contradictory findings
underscore the importance of contextualized, evidence-based approaches in measuring the educational value of
technology. Crucially, digital literacy and ICT competence among educators and students serve as mediating
factors in determining whether technology acts as a facilitator or barrier to learning. For Cambodian
universities, building digital capabilities must be accompanied by pedagogical innovation and student-centered
practices. This study investigates the role of ICT competency and digital literacy in shaping education quality,
focusing on student engagement as a potential mediating mechanism within the Cambodian higher education
context.
LITERATURE REVIEW
Digital literacy is a vital element in the effective integration of technology within higher education, supporting
improvements in teaching quality, student performance, and institutional efficiency. In Cambodia, national
Information and Communication Technology for Education (ICT4E) initiatives emphasize digital literacy as
essential for embedding technology in academic and administrative processes. Those hindering digital
integration in Cambodian universities, where inclusive access and support are essential for quality education
(SU & Ali, 2024). More than basic computer skills, digital literacy entails the ability to critically engage with
digital tools for communication, problem-solving, and independent learning. Purposeful use of platforms such
as cloud services and virtual learning environments fosters interactive, flexible, and student-centered
education. However, developing digital literacy requires sustained institutional support, continuous training,
and adaptability to evolving pedagogical practices. Educators with strong digital literacy can move beyond
traditional instruction toward innovative, blended approaches that enhance student engagement and learning
outcomes. As highlighted by (Iwadi et al., 2024; Khlaif et al., 2022; S Mardiana, 2020)aligning digital tools
with educational goals and embracing technological change are critical for building resilient and future-ready
higher education systems. Integrating digital literacy and ICT competence into teacher education has become a
key driver in enhancing educational quality and nurturing essential 21st-century skills. In Cambodia, the
Ministry of Education, Youth, and Sport (MoEYS) has initiated comprehensive efforts to promote digital
literacy, including equipping all Teacher Education Colleges with technological resources and offering
extensive ICT training for teacher educators. These initiatives represent a strategic commitment to embedding
ICT across the educational system to improve instructional effectiveness, foster autonomous learning, and
support long-term educational development (MoEYS Cambodia, 2024). Teachers' attitudes toward ICT play a
crucial role in determining the success of digital tool adoption in classrooms. Research indicates that educators
who possess both technological competence and a positive outlook on ICT are more inclined to integrate
digital literacy into their teaching practices, thereby encouraging innovation in pedagogy (Teo, 2008). In
teacher education, digital literacy goes beyond fundamental technical skills to include the strategic use of
multimedia, collaborative platforms, and digital assessment tools that enable more interactive and customized
learning experiences. Such comprehensive integration helps address diverse learner needs while enhancing
student engagement, creativity, and critical thinking. Educators with strong ICT skills are better positioned to
create learning environments enriched with technology that align with evolving educational expectations and
workforce requirements. As such, developing both digital literacy and constructive attitudes toward ICT
among educators is vital for improving instructional quality and preparing students for success in an
increasingly digital world (Peng & Ali, 2025).
ICT competency has emerged as a key determinant in the pursuit of enhanced education quality, particularly
within developing education systems such as Cambodia’s. Defined as the ability to effectively utilize digital
tools for communication, learning, and problem-solving, ICT competence plays a dual role—both technical
and psychological—in influencing how educators and students interact with digital learning environments. In
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teacher education, studies have revealed that while Cambodian educators generally exhibit positive attitudes
toward ICT, their actual competence remains moderate, suggesting a critical need for targeted capacity
building (Ravy Hun & S Kinya, 2019). Positive perceptions toward technology have been shown to correlate
with higher levels of ICT proficiency, underscoring the role of motivation and institutional support in fostering
digital competence. Beyond individual skills, the quality of education is significantly shaped by how ICT is
integrated into pedagogical frameworks. Research highlights that effective technology integration,
underpinned by ICT competence, enhances quality education (Hanaysha et al., 2023; Jing & DA Ali, 2024).
However, this relationship is not automatic; the impact of ICT tools depends largely on their alignment with
instructional objectives and the capacity of users to navigate digital platforms confidently. Merely providing
access to digital infrastructure is insufficient without concurrent efforts to strengthen users' digital capabilities
and pedagogical adaptability. In this context, ICT competency becomes a strategic asset in promoting
inclusive, student-centered learning environments that reflect the demands of 21st-century education.
Developing ICT skills among both students and educators is therefore central to achieving sustainable
improvements in education quality in Cambodia and similar settings.
Hypotheses and Theoretical Framework
H1: Digital literacy positively and significantly influences the perceived quality of education in Cambodian
public universities.
H2: ICT competency positively and significantly influences the perceived quality of education in Cambodian
public universities.
Figure 1: Theoretical Framework
METHODOLOGY
The research design can be defined as the framework that is appropriate for any given research, depending on
its nature or the challenges it addresses. Quantitative research is a scientific strategy that involves experiments
or systematic approaches to identify control samples and evaluate individual activities (Hoy & Adams, 2015).
Additionally, Lawrence Neuman, (2014) defines a population as a broad group of individuals or cases from
which a sample is selected for the purpose of generalizing. In line with this, the current study focuses on
students from specific public universities in Cambodia. These public universities were chosen for this study for
several key reasons. Furthermore, as highlighted by Additionally,(Krejcie & DW Morgan, 1970) stated that the
growing demand for research has driven efforts to develop a realistic approach for calculating the sample size
required to accurately reflect the population under study.
Meanwhile, the questionnaire was meticulously developed using validated items corresponding to the study's
key constructs. A pilot study was carried out to evaluate the instrument's internal consistency and reliability.
The results revealed that Cronbach’s alpha coefficients for the majority of the constructs ranged from 0.715 to
0.878, thereby exceeding the commonly accepted threshold of 0.70 (JC Nunnally, 1978). Following the pilot
validation, hard copies of the finalized questionnaires were distributed to students at selected 5 public
universities in Cambodia to ensure efficient and effective data collection. In total, 346 hard-copy
questionnaires were distributed to students across selected public higher education institutions in Cambodia.
This effort yielded 312 returned surveys, representing a response rate of approximately 90.1%. Upon screening
the responses, 40 questionnaires were excluded due to substantial incomplete data. Consequently, 306 fully
H2
Quality Education
Digital Literacy
ICT Competency
H1
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completed and valid questionnaires were retained for subsequent analysis. Thus, the overall response rate was
88.4%, which is considered acceptable for quantitative analysis.
The primary constructs in the study were assessed using a five-point Likert scale, with response options
ranging from 1 (strongly disagree) to 5 (strongly agree)(R Likert, 1932). The questionnaire was divided into
four sections. Items addressing Digital literacy were designed to reflect the technological context, drawing on
established frameworks. ICT competency measures were adapted from previously validated scales, while
quality education was assessed using multiple dimensions based on prior educational research.
SmartPLS software was utilized in the present study to evaluate the proposed research framework, as it is a
widely adopted tool for quantitative data analysis. Specifically, SmartPLS facilitated the assessment of the
structural model, enabling the examination of the model’s predictive capacity and the relationships among the
constructs (Hair et al., 2017) In this study, SmartPLS 3.0 was employed to estimate both the measurement
model (external model), which involved evaluating constructs’ consistency and strength, and the structural
model (internal model), which assessed the hypothesized relationships between latent variables.
Table 1: The demographic characteristics of the respondents
Factors Classification Repetition Proportion
Gender Male 201 65.7
Female 105 34.3
Age Below 20yrs 65 21.2
21-23yrs 194 63.4
24-26yrs 42 13.7
Above 26yrs 5 1.6
Institutions Institute of Technology Cambodia 106 34.6
Royal University of Phnom Penh 50 16.3
Royal University of Agriculture 91 29.7
National University of Battam Bang 44 14.4
University of Heng Samrin Thboung Khmum 15 4.9
N 306
RESULT
Measurement Model Evaluation
Table 2, the reliability, and validity of the constructs were confirmed using Cronbach’s alpha, composite
reliability (CR), AVE, and discriminant validity, following (Hair et al., 2017). All constructs demonstrated
strong internal consistency (α and CR > 0.78) and convergent validity (AVE > 0.70). Items with loadings
between 0.70 and 0.90 were kept in the model.
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Table 2: Construct Reliability and Validity
Construct Items Loadings Cronbach
Alpha
Composite
Reliability
Average Variance
Extracted
Digital Literacy DIL1 0.877 0.894 0.922 0.704
DIL2 0.874
DIL3 0.845
DIL4 0.780
DIL5 0.814
ICT Competency ITC1 0.869 0.930 0.943 0.704
ITC2 0.839
ITC3 0.878
ITC4 0.846
ITC5 0.784
ITC6 0.832
ITC7 0.821
Quality Education QE1 0.831 0.956 0.962 0.717
QE10 0.828
QE2 0.860
QE3 0.883
QE4 0.863
QE5 0.843
QE6 0.870
QE7 0.798
QE8 0.869
QE9 0.818
In Table 3, discriminant validity was established using the Fornell–Larcker criterion, confirming that each
construct is empirically distinct. The square roots of the Average Variance Extracted (AVE) for Digital
Literacy (0.839), ITC Competency (0.839), and Quality Education (0.847) were all greater than their
corresponding inter-construct correlations. This meets the standard set by (Fornell & Larcker, 1981) and
supports the discriminant validity and robustness of the measurement model (Hair et al., 2017).
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Table 3: Latent Variable Correlations (Fornel-Larcker Criterion)
Constructs DIL ITC QE
Digital Literacy (DIL) 0.839
ICT Competency (ITC) 0.129 0.839
Quality Education (QE) 0.454 0.297 0.847
Table 4, discriminant validity was further supported using the Heterotrait-Monotrait Ratio (HTMT), with all
values below the 0.90 threshold (Henseler et al., 2016). Specifically, the values for DIL–ITC (0.141), DIL–QE
(0.487), and ITC–QE (0.303) demonstrate a clear separation between the constructs, thereby confirming robust
discriminant validity within the measurement model.
Table 4: Discriminant Validity (Heterotrait-Monotrait Ratio - HTMT)
Constructs DIL ITC QE
Digital Literacy (DIL)
ICT Competency (ITC) 0.141
Quality Education (QE) 0.487 0.303
Structural Model Evaluation
After confirming the validity of the measurement model, the R² values were examined to determine how well
the exogenous variables explain the endogenous constructs. Higher R² values reflect greater explanatory
power. As outlined by Chin (1998), R² values greater than 0.67 signify strong explanatory power, values
ranging from 0.33 to 0.67 indicate a moderate level, values between 0.19 and 0.33 are viewed as weak, and
those below 0.19 are considered inadequate. As presented in Table 5, an R² of 0.264 indicates that 26.4% of
the variability in Quality Education can be explained by the predictors included in the regression model. This
suggests a moderate effect size, depending on the context and field (e.g., in social sciences, this might be
considered acceptable; in physics or engineering, it would be low). An adjusted R² of 0.259 implies that after
adjusting for the number of predictors, 25.9% of the variance in Quality Education is accounted for. The small
drop from 0.264 to 0.259 suggests that the included predictors have some explanatory power and are not just
inflating the R² through overfitting.
Table 5: Coefficient of Determination (R Square)
Constructs R-square R-square adjusted
Quality Education 0.264 0.259
Additionally, f² effect sizes were assessed to determine the extent to which each exogenous variable influences
the R² values of the endogenous constructs. According to Cohen, (1988), f² values of 0.02, 0.15, and 0.35
indicate small, medium, and large effects, respectively. Table 6 reveals that digital literacy has a moderate
effect size of 0.239 on quality education, indicating a meaningful and statistically relevant influence. This
suggests that as digital literacy among students or educators increases, the perceived or actual quality of
education improves in a measurable way. Such a finding highlights the importance of digital competence not
just as a technical skill, but as a foundational component of modern educational environments that enhances
teaching and learning. In contrast, ICT competency shows a smaller effect size of 0.079, reflecting a
comparatively limited influence on quality education. While still statistically relevant, its weaker effect implies
that technical proficiency with ICT tools alone may not strongly drive educational quality unless integrated
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meaningfully into pedagogical practice. These results suggest that while both digital literacy and ICT
competency are important, emphasis should be placed more heavily on developing digital literacy in order to
achieve greater educational impact.
Table 6: Effect Sizes (f2) Analaysis
Quality Education Effect Size Decisions
Digital Literacy 0.239 Moderate
ITC Competency 0.079 Small
Furthermore, Q² values were derived using the blindfolding procedure to evaluate the model’s predictive
relevance; values greater than zero suggest that the model has sufficient predictive accuracy (Henseler &
Sarstedt, 2013). The construct Quality Education shows an SSE (sum of squared errors) of 3060.000 and an
SSO (sum of squares total) of 2498.167, yielding a 1–SSE/SSO value of 0.184. This value
represents the explained variance in Student Engagement by the model, equivalent to an R² of 0.184, or 18.4%
in Table 7.
Table 7: Construct Cross Validated Redundancy (Q2)
Constructs SSE SSO 1-SSE/SSO
Quality Education 3060.000 2498.167 0.184
Note: SSO - Systematic Sources of Output; SSE - Systematic Sources of Error
Therefore, the SRMR values for both the saturated and estimated models are 0.061, which falls below the
recommended threshold of 0.10. This indicates that the model applied in this study demonstrates a good fit
(Henseler & Sarstedt, 2013; Hu et al.,1999). A summary of the structural model indicators is presented in
Table 8.
Table 8: Goodness of Fit of The Model
Item Saturated Model Estimated Model
SRMR 0.061 0.061
d_ULS 0.952 0.952
d_G 0.661 0.661
Chi-Square 1,141.254 1,141.254
NFI 0.813 0.813
Hypothesis Testing
Figure 2: Path Model Significant
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Table 9 shows, the statistical findings demonstrate that Digital Literacy has a positively significant influence
on Quality Education within Cambodian universities. The path coefficient of 0.423, coupled with a standard
error of 0.048, t-value of 8.868, and p-value of 0.000, indicates a strong and statistically significant
relationship. This suggests that as digital literacy improves among educators and students, the perceived and
actual quality of education correspondingly increases. The strength of the coefficient also reflects a moderate
to strong effect size, underscoring digital literacy as a critical driver in educational quality. This result supports
the hypothesis and aligns well with existing literature. (Abbas et al., 2019) reported that digital literacy has a
positive effect on quality education at the higher education level, emphasizing its relevance in supporting
learning outcomes. Similarly, (Firmannandya et al., 2023) argue that digital literacy is a foundational
component in achieving high-quality learning within educational institutions, pointing to its role in shaping
pedagogical innovation and student engagement. Yeşilyurt & Vezne, (2023) further highlight that digital,
technological, and internet literacy significantly predict positive attitudes toward using computer-supported
education, reinforcing the broader educational value of digital
The analysis shows that ICT Competency has a significant positive impact on Quality Education in Cambodian
universities, with a path coefficient of 0.243, a t-value of 5.303, and a p-value of 0.000. This indicates
that improved ICT skills among students and educators contribute meaningfully to better educational
outcomes. This finding aligns with previous studies. (Tokareva et al., 2021) emphasized ICT competency as
key to effective implementation in higher education, while (Saravanakumar, 2018) confirmed that ICT
competency enhance learning quality. These results suggest that strengthening ICT competency is essential for
advancing education quality in the Cambodian context.
Table 9: Direct Effect Hypotheses Testing
Hypothesis Coef. Se T value P
values
Decision
Digital Literacy -> Quality Education 0.423 0.048 8.868 0.000 Supported
ITC Competency -> Quality Education 0.243 0.046 5.303 0.000 Supported
Note: Coef. = Coefficient; se = standard error.
CONCLUSION
The study confirms strong reliability and validity of the constructs, with all measures meeting established
thresholds for internal consistency and discriminant validity. The structural model shows moderate explanatory
power, explaining 26.4% of the variance in Quality education, which is acceptable in social science research.
Digital Literacy has a moderate, significant positive effect on Quality Education, emphasizing its vital role in
improving educational outcomes. ICT Competency also positively influences Quality Education but with a
smaller effect size, indicating it is important but less impactful than digital literacy. The model fit indices
support the robustness of these findings. Overall, these results suggest prioritizing digital literacy development
alongside ICT competency to enhance the quality of education and student engagement in Cambodian
universities.
Both hypotheses are supported by the data. H1 is confirmed as Digital Literacy has a significant and positive
effect on Quality Education in Cambodian universities, highlighting its critical role in improving educational
outcomes. Similarly, H2 is supported by the finding that ICT Competency also positively and significantly
influences Quality Education, though with a somewhat smaller effect size. Together, these results emphasize
the importance of developing both digital literacy and ICT skills to enhance the education quality of higher
education in Cambodia.
This study is limited by its focus on a few Cambodian universities, which may reduce generalizability. The
cross-sectional design also restricts causal inferences. Future research should use longitudinal designs, include
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more diverse samples, and investigate additional factors like institutional support or teaching methods to better
understand how digital literacy and ICT competency affect education quality.
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