The influence of cognitive and emotional intelligence on digital competence

Purpose The article under study explores how cognitive and emotional intelligence (EI) impact the digital competence of university academic members during the COVID-19 pandemic. Based on the technology adoption lenses (e.g. unified theory of acceptance and use of technology/technology acceptance model), this article analyzes the degree to which each of the types of intelligence contributes to the overall acquisition of digital competence, considering the compulsory digital upskilling and whether the perceived COVID-19 threat reinforces such relationships. Design/methodology/approach A quantitative, cross-sectional design was employed, using structured questionnaires distributed to faculty members from three universities in Bahrain who lacked prior experience with online teaching. Data were analyzed through structural equation modeling using validated scales for cognitive intelligence (CI), EI, digital competence and perceived COVID-19 threat (CVD threat) perception. Findings CI had a strong and statistically significant effect on digital competence, while EI showed a weaker yet significant influence. The moderating effect of the COVID-19 pandemic was significant for both intelligence types, but notably stronger in the case of CI. The findings indicate that under the condition of mandatory, time-pressured upskilling, digital competence can be learned quickly among faculty who managed to pass the transition, and these processes were mainly rational and cognitively driven. Practical implications The findings suggest that training initiatives should prioritize cognitive skill enhancement to foster digital competence, especially during times of abrupt change. While emotional support remains relevant, digital skill acquisition appears to rely more heavily on rational, structured learning. University administrations should invest in proactive digital upskilling and design professional development that reflects the differentiated roles of intelligence types in digital adaptation. Originality/value This research provides a contextual and integrating perspective, rather than a new conceptual contribution. It integrates CI, EI, digital competence and perceived COVID-19 threat in the context of mandatory digital learning. By examining the strength of the effects of cognitive and EI among academics who had to transition quickly to digital delivery at universities, the study offers a greater understanding of the role of individual capabilities during crises-driven organizational change and technological adaptation.