Multivariate Exploration of Digital Competence in Higher Education: STATIS Approach in the Venezuelan Context
Exploración Multivariante de la Competencia Digital en Educación Superior: Enfoque STATIS en el Contexto Venezolano
DOI:
https://doi.org/10.53591/iti.v17i24.2693Palabras clave:
STATIS analysis, digital literacy, digital divide, digital competencies, higher education, VenezuelaResumen
Context: Digital competence is understood as the critical, safe, and responsible use of digital technologies for learning, work, and participation in society, according to the European Union's DigComp 2.2 Framework. Objective: This study analyzes digital competencies among students at a Venezuelan university, focusing on their self-perception and application within educational environments. Method: The research adopts a quantitative approach and employs a validated scale that assesses six key dimensions: content management, digital empathy, use of digital media, digital security, communication, and content creation. Results: The sample comprised 127 undergraduate students from technical disciplines, mostly under the age of 25. Participants demonstrated acceptable levels in information retrieval, digital communication, and cybersecurity. Deficiencies were identified in areas such as plagiarism detection and digital content creation. The STATIS analysis revealed a generational gap, with students over 30 years old showing lower levels of digital competence. The study highlights the importance of developing targeted training programs to enhance these skills, particularly among vulnerable groups, with an emphasis on digital empathy and security. Conclusions: The study recommends institutional and longitudinal interventions to promote digital literacy, enhance educational equity, and reduce the digital divide.
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