Purpose This study investigates how digital literacy, digital competence and work behavior influence online teaching productivity among educators in higher education. It aims to understand how these elements interact to enhance digital teaching effectiveness. Design/methodology/approach A mixed-methods approach was employed. Quantitative data were gathered via surveys from 200 educators, and qualitative insights were obtained through interviews with 20 educators. Data were analyzed using structural equation modeling (SEM-PLS) and thematic analysis. Findings Digital competence had a strong positive impact on teaching productivity. While digital literacy alone did not show a significant direct effect, its influence was enhanced when combined with positive work behavior. The qualitative findings supported the need for continuous training, motivation and adaptability in improving online teaching. Originality/value This study contributes to the understanding of how digital skills and behavioral factors jointly impact online teaching performance. It provides a framework for integrating professional development with behavioral competencies to enhance digital education. © 2025 Harisa Mardiana and Yakub Yakub
Author Keywords
Index Keywords
