Estado actual de las competencias digitales en la educación superior: Un enfoque basado en el modelo PRISMA
Palabras clave:
Educación superior, competencias digitales, tecnologías de la información y comunicación, evaluación educativa, formación docente
Resumen
El actual panorama digital exige el uso de competencias digitales en el ámbito universitario. Por ello, esta investigación tuvo como objetivo analizar el estado actual de las competencias digitales en la Educación Superior, utilizando el modelo PRISMA como marco teórico. Se desarrolló un estudio de revisión sistemática y meta-análisis apoyado con metodología cualitativa. De un conjunto inicial de 586 estudios se seleccionaron 35, todos procedentes de la base de datos Scopus entre 2020 y 2023. El propósito del trabajo fue ofrecer una perspectiva renovada acerca de las habilidades de los educadores en relación con las Tecnologías de la Información y Comunicación, con miras a mejorar áreas vitales y establecer bases para investigaciones subsiguientes. Los resultados evidencian la imperiosa necesidad de implementar estrategias digitales avanzadas, basadas en el marco DigCompEdu, que define seis áreas de competenciales cruciales. El análisis destaca la capacidad de ciertas herramientas digitales para potenciar la colaboración y el intercambio académico, identificando, además, desafíos relevantes, como la esencial formación docente continua y el desarrollo de evaluaciones equitativas. Se concluye con la imperiosa necesidad de reforzar las competencias digitales en educación superior, poniendo de relieve las brechas existentes y subrayando la importancia del empoderamiento estudiantil y la innovación evaluativa.
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Blau, I., Shamir-Inbal, T., y Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
Caena, F., y Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
Cai, T., Chen, C., Huang, T.-H., y Ritter, F. E. (2021). What makes a good reference manager? A quantitative analysis of bibliography management applications. Asian CHI Symposium 2021, 64-69. https://doi.org/10.1145/3429360.3468183
Dobrolyubova, E., Alexandrov, O., y Yefremov, A. (2017). Is Russia ready for digital transformation? In D. Alexandrov, A. Boukhanovsky, A. Chugunov, Y. Kabanov y O. Koltsova (Eds.), Digital Transformation and Global Society (Vol. 745, pp. 431-444). https://doi.org/10.1007/978-3-319-69784-0_36
Hammond, K., Gungor, R., Pratt, D., y Sheridan, L. (2008). Reviews: Foucault and lifelong learning: Governing the subject, more words in edgeways – Rediscovering adult education, developing adult literacy: Approaches to planning, implementing, and delivering literacy initiatives, making learning happen: A guide for post-compulsory education, community education, lifelong learning and social inclusion. Journal of Adult and Continuing Education, 14(1), 95-103. https://doi.org/10.7227/JACE.14.1.8
Hernandez-de-Menendez, M., Escobar, C. A., y Morales-Menendez, R. (2020). Engineering education for smart 4.0 technology: a review. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 789-803. https://doi.org/10.1007/s12008-020-00672-x
Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 100437. https://doi.org/10.1016/j.lcsi.2020.100437
Hubschmid-Vierheilig, E., Rohrer, M., y Mitsakis, F. (2020). Digital competence revolution and human resource development in the United Kingdom and Switzerland. In M. Loon, J. Stewart y S. Nachmias (Eds.), The Future of HRD, (Vol. I, pp. 53-91). Springer International Publishing. https://doi.org/10.1007/978-3-030-52410-4_3
Hughes, G., Shaw, S. E., y Greenhalgh, T. (2020). Rethinking integrated care: A systematic hermeneutic review of the literature on integrated care strategies and concepts. The Milbank Quarterly, 98(2), 446-492. https://doi.org/10.1111/1468-0009.12459
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Ikegwu, A. C., Nweke, H. F., y Anikwe, C. V. (2023). Recent trends in computational intelligence for educational big data analysis. Iran Journal of Computer Science, 7, 103-129. https://doi.org/10.1007/s42044-023-00158-5
Khalid, J., Ram, B. R., Soliman, M., Ali, A. J., Khaleel, M., y Islam, M. S. (2018). Promising digital university: A pivotal need for higher education transformation. International Journal of Management in Education, 12(3), 264. https://doi.org/10.1504/IJMIE.2018.092868
Kidman, G., y Casinader, N. (2017). Inquiry-Based teaching and learning across disciplines: Comparative theory and practice in schools. Palgrave. https://doi.org/10.1057/978-1-137-53463-7
Kiran, M. K., y Reddy, K. T. (2018). An approach towards establishing reference linking in desktop reference manager. Journal of Information & Knowledge Management, 17(03), 1850034. https://doi.org/10.1142/S021964921850034X
Linares-Espinós, E., Hernández, V., Domínguez-Escrig, J. L., Fernández-Pello, S., Hevia, V., Mayor, J., Padilla-Fernández, B., y Ribal, M. J. (2018). Methodology of a systematic review. Actas Urológicas Españolas (English Edition), 42(8), 499-506. https://doi.org/10.1016/j.acuroe.2018.07.002
Maclean, M., Harvey, C., Yang, R., y Mueller, F. (2021). Elite philanthropy in the United States and United Kingdom in the new age of inequalities. International Journal of Management Reviews, 23(3), 330-352. https://doi.org/10.1111/ijmr.12247
Madni, S. H. H., Ali, J., Husnain, H. A., Masum, M. H., Mustafa, S., Shuja, J., Maray, M., y Hosseini, S. (2022). Factors influencing the adoption of IoT for E-Learning in Higher Educational Institutes in developing countries. Frontiers in Psychology, 13, 915596. https://doi.org/10.3389/fpsyg.2022.915596
Martzoukou, K., Fulton, C., Kostagiolas, P., y Lavranos, C. (2020). A study of higher education students’ self-perceived digital competences for learning and everyday life online participation. Journal of Documentation, 76(6), 1413-1458. https://doi.org/10.1108/JD-03-2020-0041
Mattar, J., Santos, C. C., y Cuque, L. M. (2022). Analysis and comparison of international digital competence frameworks for education. Education Sciences, 12(12), 932. https://doi.org/10.3390/educsci12120932
Mbithi, P. M. F., Mbau, J. S., Muthama, N. J., Inyega, H., y Kalai, J. M. (2021). Higher education and skills development in Africa: An analytical paper on the role of higher learning institutions on sustainable development. Journal of Sustainability, Environment and Peace, 4(2), 58-73. https://doi.org/10.53537/jsep.2021.08.001
McKinney, A. (2013). EndNote Web: Web-Based bibliographic management. Journal of Electronic Resources in Medical Libraries, 10(4), 185-192. https://doi.org/10.1080/15424065.2013.847693
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., y Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
Moreira-Choez, J. S., Lamus, T. M., Olmedo-Cañarte, P. A., y Macías-Macías, J. D. (2024). Valorando el futuro de la educación: Competencias digitales y Tecnologías de Información y Comunicación en Universidades. Revista Venezolana de Gerencia, 29(105), 271-288. https://produccioncientificaluz.org/index.php/rvg/article/view/41515
Moreira-Choez, J. S., Zambrano-Acosta, J. M., y López-Padrón, A. (2023). Digital teaching competence of higher education professors: Self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.1
Nisiforou, E. A., y Vrasidas, C. (2021). Reflections on the application of a gamified environment to foster young learners’ digital competencies. In L. Daniela (Ed.), Smart Pedagogy of Game-based Learning (pp. 167-178). Springer. https://doi.org/10.1007/978-3-030-76986-4_11
Ohei, K. N., y Lubbe, S. (2022). Taking full advantage of the COVID-19 era to intensify the use of information and communication technology tools in higher education institutes. International Review of Management and Marketing, 12(5), 21-32. https://doi.org/10.32479/irmm.13542
Ortiz-Colón, A. M., Ortega-Tudela, J. M., y Román, S. (2019). Percepciones del profesorado ante la alfabetización mediática. Revista de Ciencias Sociales (Ve), XXV(1), 11-20. https://produccioncientificaluz.org/index.php/rcs/article/view/27281
Pauling, B. (2006). Virtual learning environments in higher education “down under.” In J. Weiss, J. Nolan, J. Hunsinger y P. Trifonas (Eds.), The International Handbook of Virtual Learning Environments (pp. 609-652). Springer. https://doi.org/10.1007/978-1-4020-3803-7_24
Pettersson, F. (2018). On the issues of digital competence in educational contexts – A review of literature. Education and Information Technologies, 23(3), 1005-1021. https://doi.org/10.1007/s10639-017-9649-3
Qi, X., Sun, G., y Yue, L. (2023). Applying self-optimised feedback to a learning management system for facilitating personalised learning activities on massive open online courses. Sustainability, 15(16), 12562. https://doi.org/10.3390/su151612562
Ramirez, B. V., Camayo, B. F., Vilcatoma, A. G., y Valdez, J. J. (2022). Competencias digitales y rendimiento académico en estudiantes de una institución de educación técnica-productiva peruana. Revista de Ciencias Sociales (Ve), XXVIII(6), 199-211. https://doi.org/10.31876/rcs.v28i.38832
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., y Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. https://doi.org/10.1007/s42438-020-00155-y
Redden, C. S. (2010). Social bookmarking in academic libraries: Trends and applications. The Journal of Academic Librarianship, 36(3), 219-227. https://doi.org/10.1016/j.acalib.2010.03.004
Saqib, Z. A., Zhang, Q., Ou, J., Saqib, K. A., Majeed, S., y Razzaq, A. (2020). Education for sustainable development in Pakistani higher education institutions: An exploratory study of students’ and teachers’ perceptions. International Journal of Sustainability in Higher Education, 21(6), 1249-1267. https://doi.org/10.1108/IJSHE-01-2020-0036
Singh, H. P., Singh, A., Alam, F., y Agrawal, V. (2022). Impact of sustainable development goals on economic growth in Saudi Arabia: Role of education and training. Sustainability, 14(21), 14119. https://doi.org/10.3390/su142114119
Spante, M., Hashemi, S. S., Lundin, M., y Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Sum, M., y Oancea, A. (2022). The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review. International Journal of Educational Technology in Higher Education, 19(1), 59. https://doi.org/10.1186/s41239-022-00364-4
Vega-Ramírez, J., Castro-Duarte, P., y Quintana-Figueroa, C. (2023). Communication of results of educational policies: Impact levels of educational policies in the digital society. Societies, 13(2), 34. https://doi.org/10.3390/soc13020034
Vlachopoulos, D., y Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632. https://doi.org/10.1007/s11159-019-09792-3
Xie, H., Zhou, Z., y Liu, Q. (2018). Null effects of perceptual disfluency on learning outcomes in a text-based educational context: A meta-analysis. Educational Psychology Review, 30(3), 745-771. https://doi.org/10.1007/s10648-018-9442-x
Yazdani, M., Pamucar, D., Erdmann, A., y Toro-Dupouy, L. (2023). Resilient sustainable investment in digital education technology: A stakeholder-centric decision support model under uncertainty. Technological Forecasting and Social Change, 188, 122282. https://doi.org/10.1016/j.techfore.2022.122282
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Alserhan, S., Alqahtani, T. M., Yahaya, N., Al-Rahmi, W. M., y Abuhassna, H. (2023). Personal learning environments: Modeling students’ self-regulation enhancement through a learning management system platform. IEEE Access, 11, 5464-5482. https://doi.org/10.1109/ACCESS.2023.3236504
Arenas-Fernández, A., Aguaded, I., y Sandoval-Romero, Y. (2021). Competencia mediática en docentes universitarios en Colombia. Revista de Ciencias Sociales (Ve), XXVII(3), 272-286. https://doi.org/10.31876/rcs.v27i3.36769
Bernate, J. A., y Fonseca, I. P. (2023). Impacto de las Tecnologías de Información y Comunicación en la educación del siglo XXI: Revisión bibliométrica. Revista de Ciencias Sociales (Ve), XXIX(1), 227-242. https://doi.org/10.31876/rcs.v29i1.39748
Blau, I., Shamir-Inbal, T., y Avdiel, O. (2020). How does the pedagogical design of a technology-enhanced collaborative academic course promote digital literacies, self-regulation, and perceived learning of students? The Internet and Higher Education, 45, 100722. https://doi.org/10.1016/j.iheduc.2019.100722
Caena, F., y Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369. https://doi.org/10.1111/ejed.12345
Cai, T., Chen, C., Huang, T.-H., y Ritter, F. E. (2021). What makes a good reference manager? A quantitative analysis of bibliography management applications. Asian CHI Symposium 2021, 64-69. https://doi.org/10.1145/3429360.3468183
Dobrolyubova, E., Alexandrov, O., y Yefremov, A. (2017). Is Russia ready for digital transformation? In D. Alexandrov, A. Boukhanovsky, A. Chugunov, Y. Kabanov y O. Koltsova (Eds.), Digital Transformation and Global Society (Vol. 745, pp. 431-444). https://doi.org/10.1007/978-3-319-69784-0_36
Hammond, K., Gungor, R., Pratt, D., y Sheridan, L. (2008). Reviews: Foucault and lifelong learning: Governing the subject, more words in edgeways – Rediscovering adult education, developing adult literacy: Approaches to planning, implementing, and delivering literacy initiatives, making learning happen: A guide for post-compulsory education, community education, lifelong learning and social inclusion. Journal of Adult and Continuing Education, 14(1), 95-103. https://doi.org/10.7227/JACE.14.1.8
Hernandez-de-Menendez, M., Escobar, C. A., y Morales-Menendez, R. (2020). Engineering education for smart 4.0 technology: a review. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 789-803. https://doi.org/10.1007/s12008-020-00672-x
Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 100437. https://doi.org/10.1016/j.lcsi.2020.100437
Hubschmid-Vierheilig, E., Rohrer, M., y Mitsakis, F. (2020). Digital competence revolution and human resource development in the United Kingdom and Switzerland. In M. Loon, J. Stewart y S. Nachmias (Eds.), The Future of HRD, (Vol. I, pp. 53-91). Springer International Publishing. https://doi.org/10.1007/978-3-030-52410-4_3
Hughes, G., Shaw, S. E., y Greenhalgh, T. (2020). Rethinking integrated care: A systematic hermeneutic review of the literature on integrated care strategies and concepts. The Milbank Quarterly, 98(2), 446-492. https://doi.org/10.1111/1468-0009.12459
Iivari, N., Sharma, S., y Ventä-Olkkonen, L. (2020). Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 55, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183
Ikegwu, A. C., Nweke, H. F., y Anikwe, C. V. (2023). Recent trends in computational intelligence for educational big data analysis. Iran Journal of Computer Science, 7, 103-129. https://doi.org/10.1007/s42044-023-00158-5
Khalid, J., Ram, B. R., Soliman, M., Ali, A. J., Khaleel, M., y Islam, M. S. (2018). Promising digital university: A pivotal need for higher education transformation. International Journal of Management in Education, 12(3), 264. https://doi.org/10.1504/IJMIE.2018.092868
Kidman, G., y Casinader, N. (2017). Inquiry-Based teaching and learning across disciplines: Comparative theory and practice in schools. Palgrave. https://doi.org/10.1057/978-1-137-53463-7
Kiran, M. K., y Reddy, K. T. (2018). An approach towards establishing reference linking in desktop reference manager. Journal of Information & Knowledge Management, 17(03), 1850034. https://doi.org/10.1142/S021964921850034X
Linares-Espinós, E., Hernández, V., Domínguez-Escrig, J. L., Fernández-Pello, S., Hevia, V., Mayor, J., Padilla-Fernández, B., y Ribal, M. J. (2018). Methodology of a systematic review. Actas Urológicas Españolas (English Edition), 42(8), 499-506. https://doi.org/10.1016/j.acuroe.2018.07.002
Maclean, M., Harvey, C., Yang, R., y Mueller, F. (2021). Elite philanthropy in the United States and United Kingdom in the new age of inequalities. International Journal of Management Reviews, 23(3), 330-352. https://doi.org/10.1111/ijmr.12247
Madni, S. H. H., Ali, J., Husnain, H. A., Masum, M. H., Mustafa, S., Shuja, J., Maray, M., y Hosseini, S. (2022). Factors influencing the adoption of IoT for E-Learning in Higher Educational Institutes in developing countries. Frontiers in Psychology, 13, 915596. https://doi.org/10.3389/fpsyg.2022.915596
Martzoukou, K., Fulton, C., Kostagiolas, P., y Lavranos, C. (2020). A study of higher education students’ self-perceived digital competences for learning and everyday life online participation. Journal of Documentation, 76(6), 1413-1458. https://doi.org/10.1108/JD-03-2020-0041
Mattar, J., Santos, C. C., y Cuque, L. M. (2022). Analysis and comparison of international digital competence frameworks for education. Education Sciences, 12(12), 932. https://doi.org/10.3390/educsci12120932
Mbithi, P. M. F., Mbau, J. S., Muthama, N. J., Inyega, H., y Kalai, J. M. (2021). Higher education and skills development in Africa: An analytical paper on the role of higher learning institutions on sustainable development. Journal of Sustainability, Environment and Peace, 4(2), 58-73. https://doi.org/10.53537/jsep.2021.08.001
McKinney, A. (2013). EndNote Web: Web-Based bibliographic management. Journal of Electronic Resources in Medical Libraries, 10(4), 185-192. https://doi.org/10.1080/15424065.2013.847693
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., y Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), 1. https://doi.org/10.1186/2046-4053-4-1
Moreira-Choez, J. S., Lamus, T. M., Olmedo-Cañarte, P. A., y Macías-Macías, J. D. (2024). Valorando el futuro de la educación: Competencias digitales y Tecnologías de Información y Comunicación en Universidades. Revista Venezolana de Gerencia, 29(105), 271-288. https://produccioncientificaluz.org/index.php/rvg/article/view/41515
Moreira-Choez, J. S., Zambrano-Acosta, J. M., y López-Padrón, A. (2023). Digital teaching competence of higher education professors: Self-perception study in an Ecuadorian university. F1000Research, 12, 1484. https://doi.org/10.12688/f1000research.139064.1
Nisiforou, E. A., y Vrasidas, C. (2021). Reflections on the application of a gamified environment to foster young learners’ digital competencies. In L. Daniela (Ed.), Smart Pedagogy of Game-based Learning (pp. 167-178). Springer. https://doi.org/10.1007/978-3-030-76986-4_11
Ohei, K. N., y Lubbe, S. (2022). Taking full advantage of the COVID-19 era to intensify the use of information and communication technology tools in higher education institutes. International Review of Management and Marketing, 12(5), 21-32. https://doi.org/10.32479/irmm.13542
Ortiz-Colón, A. M., Ortega-Tudela, J. M., y Román, S. (2019). Percepciones del profesorado ante la alfabetización mediática. Revista de Ciencias Sociales (Ve), XXV(1), 11-20. https://produccioncientificaluz.org/index.php/rcs/article/view/27281
Pauling, B. (2006). Virtual learning environments in higher education “down under.” In J. Weiss, J. Nolan, J. Hunsinger y P. Trifonas (Eds.), The International Handbook of Virtual Learning Environments (pp. 609-652). Springer. https://doi.org/10.1007/978-1-4020-3803-7_24
Pettersson, F. (2018). On the issues of digital competence in educational contexts – A review of literature. Education and Information Technologies, 23(3), 1005-1021. https://doi.org/10.1007/s10639-017-9649-3
Qi, X., Sun, G., y Yue, L. (2023). Applying self-optimised feedback to a learning management system for facilitating personalised learning activities on massive open online courses. Sustainability, 15(16), 12562. https://doi.org/10.3390/su151612562
Ramirez, B. V., Camayo, B. F., Vilcatoma, A. G., y Valdez, J. J. (2022). Competencias digitales y rendimiento académico en estudiantes de una institución de educación técnica-productiva peruana. Revista de Ciencias Sociales (Ve), XXVIII(6), 199-211. https://doi.org/10.31876/rcs.v28i.38832
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., y Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. https://doi.org/10.1007/s42438-020-00155-y
Redden, C. S. (2010). Social bookmarking in academic libraries: Trends and applications. The Journal of Academic Librarianship, 36(3), 219-227. https://doi.org/10.1016/j.acalib.2010.03.004
Saqib, Z. A., Zhang, Q., Ou, J., Saqib, K. A., Majeed, S., y Razzaq, A. (2020). Education for sustainable development in Pakistani higher education institutions: An exploratory study of students’ and teachers’ perceptions. International Journal of Sustainability in Higher Education, 21(6), 1249-1267. https://doi.org/10.1108/IJSHE-01-2020-0036
Singh, H. P., Singh, A., Alam, F., y Agrawal, V. (2022). Impact of sustainable development goals on economic growth in Saudi Arabia: Role of education and training. Sustainability, 14(21), 14119. https://doi.org/10.3390/su142114119
Spante, M., Hashemi, S. S., Lundin, M., y Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186X.2018.1519143
Sum, M., y Oancea, A. (2022). The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review. International Journal of Educational Technology in Higher Education, 19(1), 59. https://doi.org/10.1186/s41239-022-00364-4
Vega-Ramírez, J., Castro-Duarte, P., y Quintana-Figueroa, C. (2023). Communication of results of educational policies: Impact levels of educational policies in the digital society. Societies, 13(2), 34. https://doi.org/10.3390/soc13020034
Vlachopoulos, D., y Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605-632. https://doi.org/10.1007/s11159-019-09792-3
Xie, H., Zhou, Z., y Liu, Q. (2018). Null effects of perceptual disfluency on learning outcomes in a text-based educational context: A meta-analysis. Educational Psychology Review, 30(3), 745-771. https://doi.org/10.1007/s10648-018-9442-x
Yazdani, M., Pamucar, D., Erdmann, A., y Toro-Dupouy, L. (2023). Resilient sustainable investment in digital education technology: A stakeholder-centric decision support model under uncertainty. Technological Forecasting and Social Change, 188, 122282. https://doi.org/10.1016/j.techfore.2022.122282
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Publicado
2024-10-18
Cómo citar
Arregui-Valdivieso, V. P., Adum-Lípari, M. N., Cruz-Tamayo, M. de los Ángeles, & Guilcapi-Lunavictoria, D. O. (2024). Estado actual de las competencias digitales en la educación superior: Un enfoque basado en el modelo PRISMA. Revista De Ciencias Sociales, 30, 257-268. https://doi.org/10.31876/rcs.v30i.42842
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Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.
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