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Areté, Revista Digital del Doctorado en Educación
Vol. 11, N° 22, 181-199, julio – diciembre, 2025. ISSN: 2443 – 4566
https://doi.org/10.55560/arete.2025.22.11.11
Digital skills gaps in university students of a technology degree: a diagnostic instrument
Laurita Belen Guevara Alburqueque
Universidad César Vallejo, Chiclayo, Perú
lguevaraal@ucvvirtual.edu.pe
https://orcid.org/0000-0001-7642-7797
Bertila Hernández Fernández
Universidad César Vallejo, Chiclayo, Perú
hfernandezb@ucvvirtual.edu.pe
https://orcid.org/0000-0002-4433-5019
Segundo Francisco Segura Altamirano
Universidad César Vallejo, Chiclayo, Perú
sseguraal@ucvvirtual.edu.pe
https://orcid.org/0000-0002-0103-722
Fecha de recepción: 10 marzo 2025
Fecha de aceptación: 02 junio 2025
Las competencias digitales se han convertido en un elemento esencial en la educación superior, sobre todo en programas de estudio relacionados a tecnología, puesto que este tipo de habilidades son necesarias para que los estudiantes se desempeñen de manera efectiva en sus asignaturas y sean capaces de analizar y resolver problemas de contexto real. El objetivo de este estudio fue diseñar y validar un instrumento diagnóstico para identificar brechas de competencias digitales en estudiantes de primer semestre de una carrera de tecnología. El método utilizado constó de cinco fases: dimensionamiento de brechas de competencias digitales, diseño del instrumento, validación por juicio de expertos (validez de contenido), aplicación de prueba piloto y validación de consistencia interna (análisis de confiabilidad). Para el cuestionario se consideraron las dimensiones: desarrollo de habilidades tecnológicas, metodologías de aprendizaje, trabajo colaborativo y análisis de problemas. El análisis de contenido se calculó utilizando el coeficiente V de Aiken, cuyo valor obtenido fue de 1.0 y, el análisis de confiabilidad se obtuvo con el coeficiente de Kuder-Richardson cuyo resultado fue de 0.84, asegurando su consistencia interna.
Palabras clave: Brecha digital; competencia digital; estudiante universitario; calidad de la educación.
Digital skills have become an essential element in higher education, especially in study programs related to technology, since these types of skills are necessary for students to perform effectively in their subjects and be able to analyze and solve real context problems. The objective of this study was to design and validate a diagnostic instrument to identify digital skills gaps in first-semester students of a technology degree. The method used consisted of five phases: dimensioning of digital skills gaps, instrument design, validation by expert judgment (content validity), pilot test application and validation of internal consistency (reliability analysis). For the questionnaire, the dimensions were considered: development of technological skills, learning methodologies, collaborative work and problem analysis. The content analysis was calculated using Aiken's V coefficient, whose value was 1.0, and the reliability analysis was obtained with the Kuder-Richardson coefficient, whose result was 0.84, ensuring its internal consistency.
Key words: Digital gap; digital competence; university student; quality of education.
Como citar: Guevara Alburqueque, L. Hernández Fernández, B. y Segura Altamirano, S.F. (2025). Brechas de competencias digitales en estudiantes universitarios de una carrera de tecnologías: un instrumento de diagnóstico. Areté, Revista Digital del Doctorado en Educación, 11(22), 181-199. https://doi.org/10.55560/arete.2025.22.11.11
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Laurita Belen Guevara Alburqueque. Ingeniera en Computación e Informática, Maestra en Administración de Negocios – MBA. Doctoranda en Educación en la Universidad César Vallejo, Chiclayo - Perú. Publicaciones: “Transforming document management for environmental sustainability: the mediating effect of pro-environmental culture and service satisfaction in higher education institutions” – “Strategies Based the STEAM Approach for the Empowerment of University Teachers”.
Bertila Hernández Fernández. Licenciada en Educación en especialidad Primaria, Magister en Educación Docencia y Gestión educativa, Segunda especialidad con mención en gestión de centros educativos, Segunda especialidad con mención en psicopedagogía: problemas de aprendizaje, Doctora en Educación, Doctora en Gestión Pública y Gobernabilidad. Docente en el Doctorado en Educación en la Universidad César Vallejo, Chiclayo - Perú. Publicaciones: “Critical and creative thinking: a case from action- research” – “Habilidades sociales en niños de nivel primaria en una red educativa rural multigrado”
Segundo Francisco Segura Altamirano. Ingeniero electrónico, Maestro en Ciencias con mención en Matemática Aplicada. Doctorando en Educación en la Universidad César Vallejo, Chiclayo - Perú. Publicaciones: “Improving productivity in mining operations: a deep reinforcement learning model for effective material supply and equipment management” – “Prediction of Students’ Academic Performance in the Programming Fundamentals Course Using Long Short-Term Memory Neural Networks” – “Black-Shoes-Merton Model and Neural Networks in River Level Prediction: Case Study on La Leche River – Peru”.
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