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Digital Competences and Years of Access to Technologies Among Chilean University Students: An Analysis Based on the DIGCOMP Framework

Author

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  • Marcelo Rioseco-Pais

    (Dirección de Investigación, Universidad de Talca, Talca 3465548, Chile)

  • Juan Silva-Quiroz

    (Facultad de Humanidades, Universidad de Santiago de Chile, Santiago 9170022, Chile)

  • Rodrigo Vargas-Vitoria

    (Facultad de Ciencias de la Educación, Universidad Católica del Maule, Talca 3460000, Chile)

Abstract

This study investigates the relationship between access time to digital technologies and the devel-opment of digital competences among Chilean university students, using the DIGCOMP-PED in-strument based on the DIGCOMP framework. Methods: The instrument was applied to 4360 first-year students at a Chilean public university, and an expert validation process was carried out to identify relevant competences for academic training. Results: The findings indicate a positive but non-linear relationship between years of experience using technologies and performance in certain areas of the DIGCOMP framework. Although the study was conducted between 2021 and 2022, with the follow-up analysis completed in 2024, access alone does not guarantee the acquisition of ad-vanced skills across all competences. Conclusions: The study emphasizes the complexity of the re-lationship between access to technology and the development of digital competences, highlighting the importance of pairing access with quality education and structured guidance in digital literacy to prepare students for the challenges of the digital world.

Suggested Citation

  • Marcelo Rioseco-Pais & Juan Silva-Quiroz & Rodrigo Vargas-Vitoria, 2024. "Digital Competences and Years of Access to Technologies Among Chilean University Students: An Analysis Based on the DIGCOMP Framework," Sustainability, MDPI, vol. 16(22), pages 1-14, November.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:22:p:9876-:d:1519467
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    References listed on IDEAS

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    1. Denise Mensonides & Alexander Smit & Ieteke Talsma & Joëlle Swart & Marcel Broersma, 2024. "Digital Literacies as Socially Situated Pedagogical Processes: Genealogically Understanding Media, Information, and Digital Literacies," Media and Communication, Cogitatio Press, vol. 12.
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    3. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    4. Stephanie Carretero & Riina Vuorikari & Yves Punie, 2017. "DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use," JRC Research Reports JRC106281, Joint Research Centre.
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