Technological Devices and Digital Competences: A Look into the Digital Divides for University Continuity during the COVID-19 Pandemic

• Autores: Soto Abanto, Segundo Eloy, Rodriguez Paredes, Noelia Patricia, Merino Salazar, Teresita del Rosario, Pagador Flores, Sandra Elizabeth, Baldárrago Baldárrago, Jorge Luis, Mejía Pardo, Patricia Isabel, García Zare, Elmis Jonatan, Salas Ruiz, Jorge Adrian
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Universidad Cesar Vallejo
• Repositorio: UCV-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.ucv.edu.pe:20.500.12692/145377
• Enlace del recurso: https://www.mdpi.com/2071-1050/15/11/8494; https://hdl.handle.net/20.500.12692/145377; https://doi.org/10.3390/su15118494
• Nivel de acceso: acceso abierto
• Materia: Recursos educativos; Brechas digitales; Tecnología de la información; Aprendizaje en línea; https://purl.org/pe-repo/ocde/ford#5.00.00

Virtual education has gained great relevance in recent years, due to the pandemic. The access to electronic devices and services represents an urgent necessity and thus the concern for acquiring digital competences, which allow a proper interaction within the teaching–learning process. Recent studies have demonstrated the importance of having digital resources and the adaptability of their use from the university students’ homes during the pandemic crisis. This research intends to identify the relevant challenges regarding the accessibility to technological devices and digital competences that university students had to face to obtain suitable learning during the lockdown, due to the pandemic. The sample information consisted of 9326 Peruvian university students. The data was obtained from the National Homes Survey from the Statistics and Information National Institute, and it was distributed in twenty-five regions (in groups of five macro-regions) over a period of three years (2019–2021). The results showed significant differences in the number of students with internet access from home: between 40% and 60% access classes with a desktop or laptop, and digital competences have improved in the last year. This is evidence that digital divides set limits on the opportunities for a quality education.