The influence of nursing students’ digital literacy on academic achievement in a blended learning environment: Parallel multiple mediation effects of learning presence

Purpose: This study analyzed the influence of nursing students’ digital literacy on academic achievement in a blended learning environment and identified the parallel multiple mediation effects of learning presence sub-factors such as cognitive, emotional, and social presence.Methods: Participants were 162 nursing students from three universities in Suncheon and Yeosu in Jeollanam-do. Data were collected using a self-report questionnaire measuring digital literacy, learning presence, and academic achievement, from April 1 to April 18, 2025. The data were analyzed using IBM SPSS version 22.0 and SPSS PROCESS macro model 4.Results: The results of the parallel multiple mediation effects of learning presence sub-factors (cognitive, emotional, and social presence) in the relationship between digital literacy and academic achievement demonstrated that digital literacy has a direct effect on academic achievement (B=0.46, p<.001), and that cognitive presence served as a significant mediator (B=0.38, p<.001). However, emotional (B= -0.06, p=.531) and social presence (B= -0.10, p=.079) did not show significant mediating effects.Conclusion: To enhance academic achievement among nursing students, it is imperative to implement an integrated instructional design that promotes cognitive presence grounded in digital literacy, while simultaneously addressing emotional and social presence. This pedagogical approach is expected to facilitate deeper engagement with learning content, foster emotional regulation, and reinforce a sense of belonging, thereby contributing to more effective and sustainable academic performance.