La brecha digital de género en los estudiantes de educación secundaria en España.

Identificador:  TDX:4568

Handle: https://hdl.handle.net/20.500.11797/TDX4568

Autores:  Niño De Jauregui, Luz Mayra

Resumen:
This research examines the persistence of the digital gender gap in secondary education in Spain, where differences in digital competence (DC) and attitudes towards technology between boys and girls impact their academic aspirations, particularly in STEM disciplines. Although DC is essential for social and educational participation, factors such as gender, socioeconomic status, and study cycle continue to condition access to and use of technologies, perpetuating educational inequalities and future employment opportunities. Despite previous studies, few have addressed this issue by integrating sociodemographic, academic, and technological variables. This study provides a multidimensional analysis identifying differentiated student profiles and illustrating how these factors influence academic choices, highlighting the need for equitable digital inclusion. The research followed a quantitative approach, with a non-experimental, cross-sectional, descriptive, and correlational design, using the Digitalis-ESO questionnaire to measure DC and attitudes towards technology among a sample of 4,116 secondary and baccalaureate students.