Conceptual foundations, determinant factors and explanatory models of academic performance in the context of digital education

Abstract

This article analyzes in depth the concept of academic performance in the context of contemporary education, marked by accelerated digitalization and the increasingly frequent use of educational technologies, including Artificial Intelligence and Learning Analytics. Starting from the conceptual ambiguities identified in the specialized literature, the paper proposes a rigorous delimitation of the term, distinguishing between academic result, school success and educational performance. Educational, psychological and sociological perspectives are integrated, as well as modern approaches that define performance as a dynamic, contextualized and multidimensional process. The article also advances an integrative conceptual model that reflects the dynamic and data-informed nature of academic performance in digital learning environments.