Abstract
In today’s rapidly evolving educational landscape, digital technologies have become increasingly prevalent, transforming how students access and engage with information. This study explores the relationships among digital learning, digital literacy, and academic performance in higher education, focusing on the moderating and mediating role of critical thinking. The adoption of digital learning platforms, such as online courses and virtual classrooms, has expanded educational access and flexibility. However, concerns regarding their effectiveness persist. Digital literacy, encompassing the ability to navigate digital tools and critically evaluate information, is crucial in this context. This
research investigates how students’ digital literacy levels influence their academic achievement and examines the mediating role of critical thinking in this relationship. Critical thinking is hypothesized to mediate the effects of digital literacy on academic performance and the impact of digital learning on critical thinking skills. Additionally, the study assesses whether critical thinking moderates the prime relationship between digital learning and academic performance. This descriptive, cross-sectional study employs structured questionnaires to gather primary data from 384 students enrolled in undergraduate, postgraduate, professional, and research programs at private universities in Bangalore, India. The findings indicate that the academic program significantly influences students’ perceptions of digital literacy, digital learning, critical thinking, and academic performance, while demographic factors do not. Digital learning alone has a slight negative effect on academic performance, but digital literacy acts as a positive mediator, mitigating this impact. However, critical thinking does not significantly moderate the relationship between digital learning and academic performance.
Keywords: Academic Performance, Critical Thinking, Digital Learning, Digital Literacy.