<![CDATA[Purpose – This study examines the associations of digital competence with self-reported academic performance and learning agility, as well as the association between learning agility and self-reported academic performance. It also tests whether learning agility statistically mediates the relationship between digital competence and self-reported academic performance among undergraduate students in digitally intensive higher education environments. Design/methodology/approach – This study used an explanatory cross-sectional survey with 587 undergraduate respondents and partial least squares structural equation modelling (PLS-SEM). The analysis distinguished direct, indirect, and total associations, evaluated the reflective measurement model, and included a power-based sample-adequacy check and a post hoc full-collinearity assessment for potential common-method bias. Finding/Results – Digital competence was positively associated with self-reported academic performance (β = .460, p < .001) and learning agility (β = .602, p < .001), while learning agility was positively associated with self-reported academic performance (β = .323, p < .001). The indirect association through learning agility was significant (β = .195, p < .001), consistent with complementary partial mediation. The model explained 36.2% of the variance in learning agility and 49.5% of the variance in self-reported academic performance. Originality/Value – This study offers a process-oriented, but non-causal, interpretation of the relationship between digital competence and students’ perceived academic effectiveness by identifying learning agility as a plausible adaptive correlate. The findings should be interpreted conditionally on the study’s cross-sectional, self-report design and on the aggregate specification of digital competence.]]>
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