BEYOND DIGITAL COMPETENCE: HOW INSTITUTIONAL SUPPORT SHAPES LECTURER PERFORMANCE AND LEARNING OUTCOMES IN HIGHER EDUCATION

Abstract

This study looks at how lecturers' digital skills, their use of technology in teaching, and the level of support they receive from their institution affect their teaching performance and, in turn, the quality of learning at STIE Arlindo. It also looks at how lecturer creativity influences the relationship between performance and learning quality. Quantitative data were gathered from 14 lecturers and 86 students via five-point Likert scale online surveys and analysed using SEM-PLS. The results show that institutional support has a considerable favorable effect on lecturer performance, which in turn improves learning quality. In contrast, digital literacy and technological integration have no substantial impact on professor performance in this scenario. Lecturer creativity strengthens the link between performance and learning quality, emphasizing the need of new teaching methods. These findings emphasize the importance of institutional support and pedagogical inventiveness in improving learning outcomes and promoting effective teaching in the digital age.