Journal of Pedagogical Sociology and Psychology
Educators’ digital competence and students’ integrity in language education: Roles of self-efficacy and commitment
John Mark R. Asio 1 *
More Detail
1 Gordon College, Philippines
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, Online First, pp. -
https://doi.org/10.33902/JPSP.202641639

Article Type: Research Article

Published Online: 21 Mar 2026

Views: 1 | Downloads: 1

ABSTRACT
The landscape of language education is changing rapidly as technologies give learners greater leverage. This investigation explores the relationships between educators' digital competence, students' academic integrity, academic self-efficacy, and academic commitment. It also intends to discover the mediating roles of academic self-efficacy and academic commitment. Using a quantitative, cross-sectional research design and employing a parallel mediation analysis (Model 4), this paper surveyed 334 voluntary participants using a purposive sampling technique from a higher education institution in the Philippines with a structured research tool. The data gathering happened during the first semester of the academic year 2025-2026. Statistical analysis includes descriptive and inferential statistics, using SPSS 23, especially in the Process Macro model analysis. The investigation reveals that educators have a high digital competence. At the same time, students also reveal very high levels of academic integrity. The result also observed high academic self-efficacy and commitment among the students. Additionally, moderate to high correlations among these variables suggest interconnectedness within the educational context. The study also highlights significant indirect effects of digital competence on academic integrity via students' self-efficacy and commitment, underscoring the pivotal roles of students' beliefs and dedication in shaping ethical behavior. These results emphasize the reputation of fostering educators' digital skills and nurturing students' self-belief and commitment to uphold academic integrity in language education, promoting a positive learning environment conducive to academic success and ethical conduct.
KEYWORDS
academic commitment academic integrity academic self-efficacy educators’ digital competence higher education institutions language education
In-text citation: (Asio, 2026)
Reference: Asio, J. M. R. (2026). Educators’ digital competence and students’ integrity in language education: Roles of self-efficacy and commitment. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202641639
In-text citation: (1), (2), (3), etc.
Reference: Asio JMR. Educators’ digital competence and students’ integrity in language education: Roles of self-efficacy and commitment. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202641639
In-text citation: (1), (2), (3), etc.
Reference: Asio JMR. Educators’ digital competence and students’ integrity in language education: Roles of self-efficacy and commitment. Journal of Pedagogical Sociology and Psychology. 2026. https://doi.org/10.33902/JPSP.202641639
In-text citation: (Asio, 2026)
Reference: Asio, John Mark R.. "Educators’ digital competence and students’ integrity in language education: Roles of self-efficacy and commitment". Journal of Pedagogical Sociology and Psychology (2026). https://doi.org/10.33902/JPSP.202641639
In-text citation: (Asio, 2026)
Reference: Asio, J. M. R. (2026). Educators’ digital competence and students’ integrity in language education: Roles of self-efficacy and commitment. Journal of Pedagogical Sociology and Psychology. https://doi.org/10.33902/JPSP.202641639
In-text citation: (Asio, 2026)
Reference: Asio, John Mark R. "Educators’ digital competence and students’ integrity in language education: Roles of self-efficacy and commitment". Journal of Pedagogical Sociology and Psychology, 2026. https://doi.org/10.33902/JPSP.202641639
REFERENCES
  • Al-Qadri, A. H., Mouas, S., Saraa, N., & Boudouaia, A. (2024). Measuring academic self-efficacy and learning outcomes: the mediating role of university English students' academic commitment. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 35. https://doi.org/10.1186/s40862-024-00253-5
  • Anog, A., De Vera, J. V., & Peteros, E. D. L. (2024). Examining teacher retention through the lens of job satisfaction and commitment in a Philippine private school. International Journal of Learning, Teaching and Educational Research, 23(9), 242-264. https://doi.org/10.26803/ijlter.23.9.13
  • Asare, B., Welcome, N. B., & Arthur, Y. D. (2024). Investigating the impact of classroom management, teacher quality, and mathematics interest on mathematics achievement. Journal of Pedagogical Sociology and Psychology, 6(2), 30-46. https://doi.org/10.33902/jpsp.202426232
  • Bai, B., Nie, Y., & Lee, A. N. (2022). Academic self-efficacy, task importance, and interest: relations with English language learning in an Asian context. Journal of Multilingual and Multicultural Development, 43(5), 438–451. https://doi.org/10.1080/01434632.2020.1746317
  • Balalle, H., & Pannilage, S. (2025). Reassessing academic integrity in the age of AI: A systematic literature review on AI and academic integrity. Social Sciences & Humanities Open, 11, 101299. https://doi.org/10.1016/j.ssaho.2025.101299
  • Ballano, V. O., Mallari, N. T., & Sebastian, R. R. R. (2022). Understanding digital literacy, digital competence, and pedagogical digital competence: implementing online teaching for Filipino tertiary educators during COVID-19. In Ł. Tomczyk, & L. Fedeli (Eds.), Digital Literacy for Teachers (pp. 391-409). Springer. https://doi.org/10.1007/978-981-19-1738-7_19
  • Basantes-Andrade, A., Casillas-Martin, S., Cabezas-Gonzalez, M., Naranjo-Toro, M., & Guerra-Reyes, F. (2022). Standards of teacher digital competence in higher education: A systematic literature review. Sustainability, 14(21), 13983. https://doi.org/10.3390/su142113983
  • Basilotta-Gómez-Pablos, V., Matarranz, M., Casado-Aranda, L. A., & Otto, A. (2022). Teachers’ digital competencies in higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 19(1), 8. https://doi.org/10.1186/s41239-021-00312-8
  • Beruin, L. (2022). Influencing factors and current approaches to academic dishonesty in the philippines during COVID-19 pandemic: an overview. Journal of Learning Theory and Methodology, 3(3), 116–124. https://doi.org/10.17309/jltm.2022.3.03
  • Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Guillén-Gámez, F. D., & Gaete-Bravo, A. F. (2023). Digital competence of higher education students as a predictor of academic success. Technology, Knowledge and Learning, 28(2), 683-702. https://doi.org/10.1007/s10758-022-09624-8
  • Çalışkan, M. B., & Razı, S. (2025). Investigating Academic Integrity Needs of English Language Learners in Higher Education. ELT Research Journal, 14(1), 23-46. https://doi.org/10.71362/eltrj.1654675
  • Carranza Esteban, R. F., Mamani-Benito, O., Caycho-Rodriguez, T., Lingán-Huamán, S. K., & Ruiz Mamani, P. G. (2022). Psychological distress, anxiety, and academic self-efficacy as predictors of study satisfaction among Peruvian university students during the COVID-19 pandemic. Frontiers in Psychology, 13, 809230. https://doi.org/10.3389/fpsyg.2022.809230
  • Cattaneo, A.A.P., Antonietto, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, 104358. https://doi.org/10.1016/j.compedu.2021.104358
  • Çınar-Tanrıverdi, E., & Karabacak-Çelik, A. (2023). Psychological need satisfaction and academic stress in college students: mediator role of grit and academic self-efficacy. European Journal of Psychology of Education, 38(1), 131-160. https://doi.org/10.1007/s10212-022-00658-1
  • Cotton, D. R., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in education and teaching international, 61(2), 228-239. https://doi.org/10.1080/14703297.2023.2190148
  • Currie, G. M. (2023, September). Academic integrity and artificial intelligence: is ChatGPT hype, hero, or heresy? Seminars in Nuclear Medicine, 53(5), 719–730. https://doi.org/10.1053/j.semnuclmed.2023.04.008
  • Dancsa, D., Štempeľová, I., Takáč, O., & Annuš, N. (2023). Digital tools in education. International Journal of Advanced Natural Sciences and Engineering Researches, 7(4), 289-294. https://doi.org/10.59287/ijanser.717
  • Dandan, X., Qiumei, W., & Dongdong, W. (2025). A study on the relationships among teacher leadership and medical students’ professional commitment and academic burnout. BMC Medical Education, 25(1), 241. https://doi.org/10.1186/s12909-025-06689-8
  • de Obesso, M. D. L. M., Núñez-Canal, M., & Pérez-Rivero, C. A. (2023). How do students perceive educators' digital competence in higher education? Technological Forecasting and Social Change, 188, 122284. https://doi.org/10.1016/j.techfore.2022.122284
  • Dias-Trindade, S., & Albuquerque, C. (2022). University teachers’ digital competence: A case study from Portugal. Social Sciences, 11(10), 481. https://doi.org/10.3390/socsci11100481
  • Dullas, A.R. (2018). The development of academic self-efficacy scale for Filipino junior high school students. Frontiers in Education, 3, 19. https://doi.org/10.3389/feduc.2018.00019
  • Elom, C. O., Okolie, U. C., Abonyi, S. O., Ekeh, D. O., & Umoke, C. C. (2023). Students' satisfaction with their academic majors and study commitment: The mediating role of academic psychological capital. Psychology in the Schools, 60(8), 2919-2931. https://doi.org/10.1002/pits.22896
  • Eshet, Y. (2024). Academic integrity crisis: Exploring undergraduates’ learning motivation and personality traits over five years. Education Sciences, 14(9), 986. https://doi.org/10.3390/educsci14090986
  • González-Prida, V., Chuquin-Berrios, J. G., Moreno-Menéndez, F. M., Sandoval-Trigos, J. C., Pariona-Amaya, D., & Gómez-Bernaola, K. O. (2024). Digital competencies as predictors of academic self-efficacy: Correlations and implications for educational development. Societies, 14(11), 226. https://doi.org/10.3390/soc14110226
  • Guillén-Gámez, F. D., Cabero-Almenara, J., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2022). Differential analysis of the years of experience of higher education teachers, their digital competence, and use of digital resources: Comparative research methods. Technology, Knowledge and Learning, 27(4), 1193-1213. https://doi.org/10.1007/s10758-021-09531-4
  • Hitches, E., Woodcock, S., & Ehrich, J. (2022). Building self-efficacy without letting stress knock it down: Stress and academic self-efficacy of university students. International Journal of Educational Research Open, 3, 100124. https://doi.org/10.1016/j.ijedro.2022.100124
  • Hossain, Z. (2022). University freshmen recollect their academic integrity literacy experience during their K-12 years: Results of an empirical study. International Journal for Educational Integrity, 18(1), 4. https://doi.org/10.1007/s40979-021-00096-4
  • Huang, L., & Wang, D. (2023). Teacher support, academic self-efficacy, student engagement, and academic achievement in emergency online learning. Behavioral Sciences, 13(9), 704. https://doi.org/10.3390/bs13090704
  • Human-Vogel, S., & Rabe, P. (2015). Measuring self-differentiation and academic commitment in University students: A case study of education and engineering students. South African Journal of Psychology, 45(1), 60–70. https://doi.org/10.1177/0081246314548808
  • Ibrahim, R. K., & Aldawsari, A. N. (2023). Relationship between digital capabilities and academic performance: the mediating effect of self-efficacy. BMC nursing, 22(1), 434. https://doi.org/10.1186/s12912-023-01593-2
  • Igartua, J. J., & Hayes, A. F. (2021). Mediation, moderation, and conditional process analysis: Concepts, computations, and some common confusions. The Spanish Journal of Psychology, 24, e49. https://doi.org/10.1017/SJP.2021.46
  • Inamorato dos Santos, A., Chinkes, E., Carvalho, M. A., Solórzano, C. M., & Marroni, L. S. (2023). The digital competence of academics in higher education: is the glass half empty or half full? International Journal of Educational Technology in Higher Education, 20(1), 9. https://doi.org/10.1186/s41239-022-00376-0
  • Javier-Aliaga, D., Silva Neyra, O. R., Calizaya-Milla, Y. E., & Saintila, J. (2024). Academic self-efficacy and digital competence in a sample of university students. Contemporary Educational Technology, 16(4), ep540. https://doi.org/10.30935/cedtech/15601
  • Josué, A., Bedoya-Flores, M. C., Mosquera-Quiñonez, E. F., Mesías-Simisterra, Á. E., & Bautista-Sánchez, J. V. (2023). Educational Platforms: Digital Tools for the teaching-learning process in education. Ibero-American Journal of Education & Society Research, 3(1), 259-263. https://doi.org/10.56183/iberoeds.v3i1.626
  • Karkoulian, S., Sayegh, N., & Sayegh, N. (2025). ChatGPT unveiled: Understanding perceptions of academic integrity in higher education-A qualitative approach. Journal of Academic Ethics, 23(3), 1171–1188. https://doi.org/10.1007/s10805-024-09543-6
  • Khoo, E., & Kang, S. (2022). Proactive learner empowerment: towards a transformative academic integrity approach for English language learners. International Journal for Educational Integrity, 18(1), 24. https://doi.org/10.1007/s40979-022-00111-2
  • Liesa-Orus, M., Lozano Blasco, R., & Arce-Romeral, L. (2023). Digital competence in university lecturers: A meta-analysis of teaching challenges. Education Sciences, 13(5), 508. https://doi.org/10.3390/educsci13050508
  • Mamolo, L. A. (2022). Online learning and students’ mathematics motivation, self‐efficacy, and anxiety in the “new normal”. Education Research International, 2022(1), 9439634. https://doi.org/10.1155/2022/9439634
  • Mao, Y., Xie, M., Li, M., Gu, C., Chen, Y., Zhang, Z., & Peng, C. (2023). Promoting academic self-efficacy, positive relationships, and psychological resilience for Chinese university students’ life satisfaction. Educational Psychology, 43(1), 78-97. https://doi.org/10.1080/01443410.2022.2138830
  • Markauskaite, L., Carvalho, L., & Fawns, T. (2023). The role of teachers in a sustainable university: From digital competencies to postdigital capabilities. Educational Technology Research and Development, 71(1), 181–198. https://doi.org/10.1007/s11423-023-10199-z
  • Mendoza, L., Lehtonen, T., Lindblom-Ylänne, S., & Hyytinen, H. (2022). Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing. System, 106, 102759. https://doi.org/10.1016/j.system.2022.102759
  • Moreira-Choez, J. S., Zambrano-Acosta, J. M., & López-Padrón, A. (2024). Digital teaching competence of higher education professors: self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.2
  • Muammar, S., Hashim, K. F. B., & Panthakkan, A. (2023). Evaluation of digital competence level among educators in UAE higher education institutions using digital competence of educators (DigComEdu) framework. Education and information technologies, 28(3), 2485–2508. https://doi.org/10.1007/s10639-022-11296-x
  • Mulenga, R., & Shilongo, H. (2024). Academic Integrity in Higher Education: Understanding and Addressing Plagiarism. Acta Pedagogia Asiana, 3(1), 30‒43. https://doi.org/10.53623/apga.v3i1.337
  • Núñez-Canal, M., de Obesso, M. D. L. M., & Pérez-Rivero, C. A. (2022). New challenges in higher education: A study of the digital competence of educators in COVID times. Technological Forecasting and Social Change, 174, 121270. https://doi.org/10.1016/j.techfore.2021.121270
  • Ong, A. K. S., Prasetyo, Y. T., Dangaran, V. C. C., Gudez, M. A. D., Juanier, J. I. M., Paulite, G. A. D., Yambot, R. X. R., Persada, S. F. P., Nadlifatin, R., & Ayuwati, I. D. (2023). Determination of loyalty among high school students to retain in the same university for higher education: An integration of Self-Determination Theory and Extended Theory of Planned Behavior. Plos One, 18(11), e0286185. https://doi.org/10.1371/journal.pone.0286185
  • Ostanina, A., Bazyl, O., Tsviakh, O., & Dovzhuk, N. (2023). Formation of digital competence in higher education students as a basis for the transformation of education of the future. Futurity Education, 3(1), 139–149. https://doi.org/10.57125/FED.2023.25.03.10
  • Pan, X. (2022). Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning. Frontiers in Psychology, 13, 1000069. https://doi.org/10.3389/fpsyg.2022.1000069
  • Perkins, M. (2023). Academic Integrity considerations of AI Large Language Models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching and Learning Practice, 20(2), 1–24. https://doi.org/10.53761/1.20.02.07
  • Privitera, A. J. (2024). Is there a foreign language effect on academic integrity? Higher Education, 88(2), 609–626. https://doi.org/10.1007/s10734-023-01134-5
  • Ramdani, Z. (2018). Construction of academic integrity scale. International Journal of Research Studies in Psychology, 7(1), 87–97. https://doi.org/10.5861/ijrsp.2018.3003
  • Roe, J., Renandya, W. A., & Jacobs, G. M. (2023). A review of AI-powered writing tools and their implications for academic integrity in the language classroom. Journal of English and Applied Linguistics, 2(1), 3. https://doi.org/10.59588/2961-3094.1035
  • Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology?. Teaching and Teacher Education, 103, 103346. https://doi.org/10.1016/j.tate.2021.103346
  • Samadieh, H., Sadri, M., & Akbarimoqadam Kakhki, M. (2022). The mediating role of Agentic engagement in the relationship between academic enthusiasm and commitment to the university. Rooyesh-e-Ravanshenasi Journal, 10(12), 191–202. http://frooyesh.ir/article-1-3140-en.html
  • San Jose, A.E. (2022). Academic Integrity of Students during the COVID-19 Pandemic: A Mixed Method Analysis. (2022). European Journal of Education and Pedagogy, 3(4), 97-103. https://doi.org/10.24018/ejedu.2022.3.4.400
  • Sbaffi, L., & Zhao, X. (2022). Evaluating a pedagogical approach to promoting academic integrity in higher education: An online induction program. Frontiers in Psychology, 13, 1009305. https://doi.org/10.3389/fpsyg.2022.1009305
  • Shafqat, S., Zafar, J. M., & Bhadroo, M. H. (2024). Identification of university teachers’ academic commitment in personality development towards academic excellence. Annals of Human and Social Sciences, 5(1), 502–509. https://doi.org/10.35484/ahss.2024(5-I)45
  • Shu, K. (2022). Teachers’ commitment and self-efficacy as predictors of work engagement and well-being. Frontiers in Psychology, 13, 850204. https://doi.org/10.3389/fpsyg.2022.850204
  • Sim, M., Kim, S. Y., & Suh, Y. (2022). Sample Size Requirements for Simple and Complex Mediation Models. Educational and psychological measurement, 82(1), 76–106. https://doi.org/10.1177/00131644211003261
  • Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1), 31–40. https://doi.org/10.37074/jalt.2023.6.1.17
  • Supervía, U. P., Bordás, S. C., & Robres, Q. A. (2022). The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence. Learning and Motivation, 78, 101814. https://doi.org/10.1016/j.lmot.2022.101814
  • Torres-Hernández, N., & Gallego-Arrufat, M. J. (2022). Indicators to assess preservice teachers’ digital competence in security: A systematic review. Education and information technologies, 27(6), 8583-8602. https://doi.org/10.1007/s10639-022-10978-w
  • Wang, Y., Yasmin, F., & Akbar, A. (2023). Impact of the internet on English language learning among university students: mediating role of academic self-efficacy. Frontiers in Psychology, 14, 1184185. https://doi.org/10.3389/fpsyg.2023.1184185
  • Wang, X., & Cheng, Z. (2020). Cross-sectional studies: strengths, weaknesses, and recommendations. Chest, 158(1), S65-S71. https://doi.org/10.1016/j.chest.2020.03.012
  • Worku, B.N., & Gita, D. U. (2024). Students’ academic culture: the mediating role of academic commitment in the relationship between academic resilience and academic performance of university students. Cogent Education, 11(1), 2377004. https://doi.org/10.1080/2331186X.2024.2377004
  • Wu, X., Yang, H., Liu, J., & Liu, Z. (2022). English use anxiety, motivation, self-efficacy, and their predictive effects on Chinese top university students’ English achievements. Frontiers in Psychology, 13, 953600. https://doi.org/10.3389/fpsyg.2022.953600
  • Yeo, M. A. (2023). Academic integrity in the age of Artificial Intelligence (AI) authoring apps. Tesol Journal, 14(3), e716. https://doi.org/10.1002/tesj.716
  • Yıldırım, M., Olcay, Z. F., Akın, G. C., & Taşdemir, D. Ç. (2024). Exploring the mediating role of student commitment in the relationship between life satisfaction and general well-being in university students. Environment and Social Psychology, 9(5), 2177. https://doi.org/10.54517/esp.v9i5.2177
  • Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21(1), 21. https://doi.org/10.1186/s41239-024-00453-6
  • Zhang, T. (2024). Effects of self-regulation strategies on EFL learners’ language learning motivation, willingness to communication, self-efficacy, and creativity. BMC psychology, 12(1), 75. https://doi.org/10.1186/s40359-024-01567-2
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.