Digital Learning and its Technologies as a Mediating Variable in the Relationship between Education Quality and Job Performance Effectiveness among Faculty Members and Department Heads at Palestinian Universities

Abstract

The study aimed to examine the role of digital learning and its technologies as a mediating variable in the relationship between educational quality and job performance effectiveness among faculty members and heads of departments in Palestinian universities. The study adopted the descriptive analytical correlational design, using Structural Equation Modeling (SEM) to analyze the relationships among the study variables. The study sample consisted of (500) faculty members and department heads from Palestinian universities, selected using a stratified random sampling technique. The results indicated a statistically significant partial mediating effect of digital learning and its technologies in strengthening the relationship between educational quality and job performance effectiveness. The findings also showed a positive and statistically significant direct effect of educational quality on digital learning and its technologies, a positive direct effect of digital learning and its technologies on job performance effectiveness, and a strong positive direct effect of educational quality on job performance effectiveness. In addition, a statistically significant indirect effect of educational quality on job performance effectiveness through digital learning and its technologies was found. The study also revealed significant positive correlations among all study variables. The study recommended enhancing digital infrastructure in universities and standardizing its frameworks, providing technical support to address technological challenges, and strengthening academic and technological partnerships between Palestinian universities and international institutions to benefit from contemporary digital transformation practices