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The research addresses the issue of the lack of adequate digital competencies among students and how this relates to their academic performance. The main objective of this study was to determine the relationship between digital competencies and the academic performance of 5thgrade students at the María Auxiliadora Educational Institution – Puno, 2024. The methodology employed a quantitative approach, applied type, with a non-experimental, cross-sectional, and correlational design. Data were collected using a validated questionnaire and survey technique. The population consisted of 146 fifth-grade students, and a sample of 106 was selected through simple random sampling. The results showed positive relationships between all dimensions of digital competencies and academic performance. In digital content creation (Rho = 0.640), 27.4 % of students reported frequent use, but only 4.7 % achieved outstanding performance; in digital communication (Rho = 0.612), 18.9 % reported frequent use and only 1.9 % stood out; in information handling (Rho = 0.532), 57.5 % reported almost never using it, yet 13.2 % achieved high performance. On the other hand, digital security (Rho = 0.420) and digital problem-solving (Rho = 0.377) showed moderate correlations, and although 26 % to 27 % of students reported frequent use in these areas, the percentage of outstanding performance remained low (4.7 % and 0.9 %, respectively). It is concluded that digital competencies emerge as a key factor in academic performance, highlighting the need to integrate pedagogical strategies that enhance their impact.