Digital competencies, student-centered teaching, and teachers’ psychological well-being
The mediating role of coping strategies after Covid-19 pandemic
Bibliographic Data
| ID | 22167155 |
|---|---|
| Authors | Cristián Céspedes (0000-0002-6547-3445, Universidad Andres Bello), Cristian Céspedes-Carreño (Universidad Andrés Bello), Damarys Roy Sadradín (Universidad Andres Bello), Alejandro Pérez Carvajal (0000-0002-2536-9088, Universidad Andrés Bello), A Carvajal (Universidad Andres Bello), Sergio Fuentealba-Urra (0000-0003-3679-7384, Universidad Andres Bello), Juan Carlos Echeverri-Alvarez (0000-0001-9577-468X, Universidad Pontificia Bolivariana), Wilsy Michel Fernández (Universidad Andres Bello) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-04-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1771915 |
| OpenAlex | W7156978181 |
| Language | EN |
| References cited | 51 |
Psychological well-being among university faculty is a critical factor for sustaining teaching quality and strengthening institutional capacity in higher education. This study examines how digital competencies and student-centered teaching relate to faculty psychological well-being, incorporating the mediating roles of adaptive and maladaptive coping. The sample comprised 233 university instructors from Chilean institutions. Analyses included refined composite measures supported by confirmatory factor analysis and a multiple mediation model. Digital competencies showed a direct positive association with psychological well-being ( β = .18, p = .010). Student-centered teaching did not show a direct association with well-being, but it was indirectly associated with it through adaptive coping [B = 0.04, 95% CI (0.01, 0.08)]. In addition, both adaptive coping and lower maladaptive coping were positively associated with psychological well-being. These findings suggest that digital competencies may operate as a direct teaching-related resource linked to faculty well-being, whereas student-centered teaching may contribute indirectly through adaptive coping. The study highlights the relevance of integrating digital training, pedagogical support, and coping-related resources in efforts to strengthen teacher well-being in increasingly digital and participatory higher education environments
Citizen journalism · Confirmatory factor analysis · Higher education · Maladaptive coping · Pandemic · Structural equation modeling · COVID-19 and Mental Health · Digital literacy in education · Technostress in Professional Settings
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| Citation velocity | historical |
|---|---|
| Highly cited | No |