Por los momentos, las propuestas de artículos se recibirán únicamente por el correo: revista.areteucv@gmail.com 

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 

Brechas de competencias digitales en estudiantes universitarios de una carrera de tecnologías: un instrumento de diagnóstico

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

Resumen

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.

Abstract

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 

Refererecias

Abelaira, T. A., Durán, M. P., Sanguino, Á. S. M., & Santos, J. H. (2024). Analysis of the digital competences of the students of the degrees of the Faculty of Business, Finance and Tourism of the University of Extremadura. Revista General de Informacion y Documentacion, 34(2), 267-278. https://doi.org/10.5209/RGID.90311

Abou, E. A., & Alnajjar, H. (2024). Digital proficiency: Assessing knowledge, attitudes, and skills in digital transformation, health literacy, and artificial intelligence among university nursing students. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05482-3

Boro, B., Laltlanzova, R., & Chanchinmawia, F. (2024). Examining Digital Literacy Skills Among Gen Z Students of Mizoram University: The Impact of the Internet in the Academic Environment. DESIDOC Journal of Library and Information Technology, 44(1), 32-36. https://doi.org/10.14429/djlit.44.1.19291

Castells, M. (1999). La era de la información. Economía, sociedad y cultura. (I). Siglo XXI.

Claudio, M. C., Rehany, Z., Stachtari, K., Guadagno, E., Osmanlliu, E., & Poenaru, D. (2024). Exploring the digital divide: Results of a survey informing mobile application development. Frontiers in Digital Health, 1-10. https://doi.org/10.3389/fdgth.2024.1382507

De Angelis, M. C. (2024). Transforming University: Digital transition and future challenges for Higher Education. European Public & Social Innovation Review, 9, 1–16. https://doi.org/10.31637/epsir-2024-481

Del Prete, A., & Almenara, J. C. (2020). El uso del Ambiente Virtual de Aprendizaje entre el profesorado de educación superior: Un análisis de género. Revista de Educación a Distancia 20(62). https://doi.org/10.6018/RED.400061

EU Science Hub. (2024). Digital Competence Framework for Citizens (DigComp)—European Commission. https://acortar.link/aBPKik

Gómez-Trigueros, I. M. (2023). Validación de la escala TPACK-DGG y su implementación para medir la autopercepción de las competencias digitales docentes y la brecha digital de género en la formación del profesorado. Bordón. Revista De Pedagogía, 75(4), 151–175. https://doi.org/10.13042/Bordon.2023.100758

Hamzaoui, Y., Menchafou, Y., Aaboud, M., El Morabit, N., Chekour, M., & El Azzouzi, N. (2024). Blended Learning in the Digital Skills Module: Insights from Students’ Perceptions. International Journal of Information and Education Technology, 14(9), 1285-1290. https://doi.org/10.18178/ijiet.2024.14.9.2158

Haşlaman, T., Atman Uslu, N., & Mumcu, F. (2024). Development and in-depth investigation of pre-service teachers’ digital competencies based on DigCompEdu: A case study. Quality and Quantity, 58(1), 961-986. https://doi.org/10.1007/s11135-023-01674-z

Jelić, S., Lončarić, R., Tačković, D., Nikolin, I., & Lončarić, Z. (2024). Level of knowledge, competence and interest of agronomists in digitalisation of agriculture in Croatia. Journal of Central European Agriculture, 25(4), 1121-1134. https://doi.org/10.5513/JCEA01/25.4.4370

Khateeb, A., Aldosemani, T., Abu-Dawood, S., & Algarni, S. (2024). Alignment of University Competencies With Global Skill Measures: Implications for Education 4.0 in Saudi Arabia as a Case Study. En International Journal of Information and Communication Technology Education 20(1). https://doi.org/10.4018/IJICTE.336559

Llorent-Vaquero, M., Tallón-Rosales, S., & Monastero, B. de las H. (2020). Use of information and communication technologies (ICTs) in communication and collaboration: A comparative study between university students from Spain and Italy. Sustainability 12(10). https://doi.org/10.3390/SU12103969

Martínez-Daza, M. A., Guzmán Rincón, A., Castaño Rico, J. A., Segovia-García, N., & Montilla Buitrago, H. Y. (2021). Multivariate Analysis of Attitudes, Knowledge and Use of ICT in Students Involved in Virtual Research Seedbeds. European journal of investigation in health psychology and education, 11(1), 33-49. https://doi.org/10.3390/ejihpe11010004

Martzoukou, K., Luders, E. S., Mair, J., Kostagiolas, P., Johnson, N., Work, F., & Fulton, C. (2024). A cross-sectional study of discipline-based self-perceived digital literacy competencies of nursing students. Journal of Advanced Nursing, 80(2), 656-672. https://doi.org/10.1111/jan.15801

Mengual-Andrés, S., Roig-Vila, R., & Mira, J. B. (2016). Delphi study for the design and validation of a questionnaire about digital competences in higher education. International Journal of Educational Technology in Higher Education, 13(1), 12. https://doi.org/10.1186/s41239-016-0009-y

Morales, K. F., Angona, S. R., & López-Ornelas, M. (2021). Apropiación tecnológica, habilidades digitales y competencias digitales de los estudiantes universitarios: Mapeo sistemático de la literatura. Revista Conhecimento Online 2, 46-72. https://doi.org/10.25112/rco.v2i0.2493

Moynihan, D., Gorman, A., Leahy, M., & Scully, D. (2023). All the World’s a Stage: Examining the Actors That Influence the Development of Primary Pre-Service Teacher Digital Competence in the Republic of Ireland. En Education Sciences 13(10). https://doi.org/10.3390/educsci13101045

Nikolopoulou, K., Tsimperidis, I., & Tsinakos, A. (2023). Undergraduate students’ perceived mobile technology-learning barriers in their academic studies: A study in Greece. Discover Education, 2(1). https://doi.org/10.1007/s44217-023-00068-5

Núñez, B. F., & Santamaría, R. M. (2024). The use of emerging technologies in educational practice. European Public and Social Innovation Review, 9. https://doi.org/10.31637/epsir-2024-829

Pavlidou, I., Dragicevic, N., & Tsui, E. (2021). A multi-dimensional hybrid learning environment for business education: A knowledge dynamics perspective. Sustainability 13(7). https://doi.org/10.3390/su13073889

Qin, S., Zhang, J., Sun, X., Meng, G., Zhuang, X., Jia, Y., Shi, W.-X., & Zhang, Y.-P. (2024). A scale for measuring nursing digital application skills: A development and psychometric testing study. BMC Nursing, 23(1). https://doi.org/10.1186/s12912-024-02030-8

Ramírez, Y. M., Gonzálvez, M. A., León-Barros, C., & Solano-Barliza, A. (2024). Development of communicative and digital skills in rural environments, supported by horizontal learning and use of ICT. European Public and Social Innovation Review, 9. https://doi.org/10.31637/epsir-2024-1566

Rodríguez, P. R., Morales Salas, R. E., Infante-Moro, A., & Infante-Moro, J. C. (2024). Technique as a tool to select items that measure the level of digital skills in postgraduate students. International Journal of Educational Research and Innovation, 21. https://doi.org/10.46661/ijeri.9393

Sánchez-Macías, A., Veytia-Bucheli, M. G., & Flores-Rueda, I. C. (2024). Digital Skills and Student Autonomy in Higher Education: Validation and Diagnosis. Revista Electronica Educare, 28(3). https://doi.org/10.15359/ree.28-3.18655

Sari, A. I., Nugroho, I., Hadi, S., Tri, E., & Emawati, S. (2024). Study of the Mastery of Digital Self-Efficacy through the Learning Process among Students of Universities in the Livestock Sector. Qubahan Academic Journal, 4(3), 426–439.. https://doi.org/10.48161/qaj.v4n3a620

Tenberga, I., & Daniela, L. (2024). Artificial Intelligence Literacy Competencies for Teachers Through Self-Assessment Tools. Sustainability 16(23). https://doi.org/10.3390/su162310386

Thomae, A. V., Witt, C. M., & Barth, J. (2024). Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students’ Perception, and Applications. JMIR Medical Education, 10. https://doi.org/10.2196/50545

Tomczyk, Ł. (2024). Digital Transformation and Digital Competences of Urban and Rural Polish Youths. Politics and Governance, 12. https://doi.org/10.17645/pag.7381

Twetwa-Dube, S. (2024). Exploring Group Work Strategies to Teach Computer Programming: A Case Study of First-Year and Extended Programme Students at One South African University. International Journal of Learning, Teaching and Educational Research, 23(7), 271-288. https://doi.org/10.26803/ijlter.23.7.14

Yuhertiana, I., Izaak, W. C., Rahmawati, A., & Sucahyati, D. (2024). Creative performance of lecturers in post-pandemic COVID 19: Evidence from Indonesia. Cogent Education 11 (1). https://doi.org/10.1080/2331186X.2024.2369974

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”.

Todos los contenidos de esta revista se distribuyen bajo una licencia de uso y distribución “Creative Commons Atribución-NoComercial-Compartir Igual 4.0 Internacional”. Puede consultar desde aquí la versión informativa y el texto legal de la licencia. Esta circunstancia ha de hacerse constar expresamente de esta forma cuando sea necesario.