Analysis of perception of digital competence among university students in Spain

Identificador:  imarina:9467110

Handle: https://hdl.handle.net/20.500.11797/imarina9467110

Autores:  Marqués-Molias, L; Verdú-Pina, M; Artiles-Rodríguez, J

Resumen:
The development of university students is closely linked to digital competence, which is divided into four key literacies: informational, technological, multimedia, and communicative. This study adopts a non-experimental quantitative approach (ex post facto), and it is conducted through a descriptive and inferential analysis of a sample of 668 students from the Autonomous Communities of the Canary Islands, Andalusia, Valencian Community, Catalonia, and Madrid. The aim was to examine students' perceptions of digital competence in these regions and to compare the results across communities. The findings reveal notable differences, particularly among students from the Canary Islands and Andalusia, who exhibit a lower overall level of digital competence compared to those in the other regions analysed. Differences were also observed in communicative and informational literacies between these two groups. The conclusions highlight that, while digital competence and its associated literacies are integral to university education, these skills begin developing from an early age. These disparities may be influenced by various factors related to the education system and broader social variables.