The study investigates the relationship between the digital skill of the teachers and their pedagogical aspects using digital tools and their effects on the learning outcomes and student satisfaction in hybrid learning environments. The most important goals were to determine the correlation between the digital competence of teachers and student performance, determine whether students are satisfied and perceive digitally competent teaching, and develop the strategies to improve the teaching performance. With the approach of mixed method, the study has been conducted with 200 teachers and students of the Dhaka, Bangladesh region, with stratified random sampling and data analysis by the use of SPSS. Results showed that there was a strong positive relationship between the digital competence and student outcomes of teachers (r =.175, p <.05) and a stronger relationship between perceived competence and satisfaction (r =.495, p <.01), and the pedagogical and motivation importance of digital fluency. The study concluded that the digital competence of teachers was a determinant to success in hybrid education that needs to be supported by the institution and train teachers. Nevertheless, the study was focused on a single area and used self-reported information. Further research needs to be longitudinal and cross-contextual in nature and investigate the new technology such as AI and VR in order to reinforce digital teaching.
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