This study investigates the influence of digital literacy and ICT competency on perceived educational quality in Cambodian public universities using a structural equation modeling (SEM) approach. A quantitative research design was employed, with data collected through 306 valid survey responses from students across five public universities. Measurement and structural models were assessed using SmartPLS 3.0, confirming strong reliability, validity, and model fit. The findings reveal that both digital literacy and ICT competency have significant positive effects on educational quality, with digital literacy exerting a stronger impact. Specifically, digital literacy demonstrated a moderate effect size (f² = 0.239), while ICT competency showed a smaller yet meaningful effect (f² = 0.079). Together, the predictors explained 26.4% of the variance in perceived educational quality. These results underscore the importance of prioritizing digital literacy development alongside ICT competency to enhance student engagement, teaching effectiveness, and overall educational outcomes. The study contributes empirical evidence from the Cambodian higher education context and offers practical insights for policymakers and university leaders to strengthen digital integration strategies. Limitations include the study’s focus on selected universities and its cross-sectional design; future research should adopt longitudinal approaches and broader samples to capture long-term impacts.
Phon et al. (Wed,) studied this question.