The rapid progress of TICs has generated different ways to modify and transfer information, which implies the generation of new forms of knowledge. The objective of this study is to establish the relationship between digital competencies and university teaching performance in public higher education in Huancayo. The study is of a basic type with a quantitative approach and correlational level, developed with the partition as a sample of 272 teachers and 387 students who develop teaching-learning activities at the UNCP. The data were analyzed and modeled through structural equations based on PLS. The research arrived at the following results: a value of 0.890 in Spearman's Rho correlation coefficient and a significance level of .000, which shows that there is a high positive relationship between the study variables; likewise, the hypothesis is accepted. general which considers that there is a significant relationship between digital competencies and teaching performance in the classroom.

Social cybernetics, as an interdisciplinary field, has gained increasing interest in the last decade due to the influence of information technologies in society through connectivity, Internet of things, process automation, artificial intelligence among others. This research focuses on exploring the relationship between social cybernetics (communication and control mechanisms) based on information technologies and local development, using structural equation modeling as an analytical tool. The design was non-probabilistic, with a sample of 482 people. The independent variables under study were Use of ICT for communication between local authorities and the population (CAP), Use of ICT for collaboration between public and private institutions (CPPC), Use of ICT for shared decision making (SDM), Use of ICT for local development planning (LDP) and Use of ICT for knowledge management (KM); and the dependent variable was Local Development (LD). It was determined that there is a relationship between all of them except with CAP. The direction and magnitude of the other ratios were: + 0.1390; - 0.3661; + 0.4472 and + 0.8432 respectively. The coefficient of determination (R2) was 93.69% facilitating the prediction of future results. The model has an adequate fit.

Pandemic moments have generated mental and emotional problems in students at all levels. These have been affected by the format of virtual classes, the mandatory confinement and the little physical relationship due to the existing restrictions, generating academic burnout and anxiety in university students. In this context, the objective was to know the existing relationship between burnout and anxiety in students of the FIS-UNCP, the 15-question Maslach Burnout Inventory Student Questionnaire (MBI-SS) was used with the dimensions: Emotional Exhaustion, Cynicism and Loss of Academic Efficacy and 5 questions to know the level of technological anxiety or technostress, with a population of 328 university students of 10 semesters, through the questionnaire in Office Forms. The research design was non-experimental, transectional, with a qualitative-quantitative approach and descriptive-explanatory levels. The descriptive data analysis was made based on the scale, allowing the identification of students with burnout and the structural equation modeling facilitated the establishment of the relationship between the variables. The study showed that 26 students (7.93%) suffer from academic burnout. At the same time, it has been demonstrated that there is a positive and significant relationship between emotional exhaustion and lack of academic efficacy, with technological anxiety with path values of 0.701 and 0.345 respectively, the p-values allowed demonstrating hypotheses 1 and 3 formulated. At the level of the structural model, it allows anticipating future results, since the coefficient of determination (R2) calculated was 0.838.