El género y su relación en las competencias digitales de los estudiantes universitarios

Autores/as

  • Leticia del Carmen Ríos-Rodríguez Universidad Autónoma de Zacatecas, Unidad Académica de Docencia Superior, Unidad de Posgrados, torre 2, avenida Preparatoria s/n, Fraccionamiento Progreso, Zacatecas, Zacatecas, México, C. P. 98066.
  • Zenona Jezabel Hernández-Leyva Universidad Autónoma de Zacatecas, Unidad Académica de Psicología, avenida Preparatoria # 301, colonia Hidráulica, Zacatecas, Zacatecas, México, C. P. 98060.
  • Leocadio Guadalupe Martínez-Alarcón Universidad Autónoma de Zacatecas, Unidad Académica de Psicología, avenida Preparatoria # 301, colonia Hidráulica, Zacatecas, Zacatecas, México, C. P. 98060.
  • Leonel Ruvalcaba-Arredondo Universidad Autónoma de Zacatecas, Unidad Académica de Docencia Superior, Unidad de Posgrados, torre 2, avenida Preparatoria s/n, Fraccionamiento Progreso, Zacatecas, Zacatecas, México, C. P. 98066.

DOI:

https://doi.org/10.29059/cienciauat.v19i1.1882

Palabras clave:

género, competencias digitales, estudiantes

Resumen

La percepción y nivel de competencias digitales de los estudiantes universitarios suscitan un tema de interés actual, debido a que se ha documentado que existe una brecha digital de género. El objetivo del presente trabajo fue de­terminar la existencia de una brecha digital entre alumnos universitarios, de acuerdo a su per­cepción, por género. Se llevó a cabo una investigación cuantitativa, de corte transversal, durante febrero de 2021, para conocer la autopercepción sobre las competencias digitales que tenían los estudiantes de la Universidad Autónoma de Zacatecas (UAZ), segmentándola por género: hombre, mujer y miembro de la comunidad LGBTI. Se consideraron las dimensiones Información, Comunicación y Creación de Contenidos del instrumento DIGCOMP 1.0. La prueba de normalidad Kolmogórov-Smirnov indicó que no se tenía distribución normal en los datos y estos se analizaron mediante la prue­ba estadística no paramétrica hipótesis H de Kruskal-Wallis. Los hombres y los miembros de la comunidad LGBTI se autopercibieron con mejores competencias digitales que las muje­res en el uso de odenadores, así como en el uso de editores de video y de audio. Es conveniente determinar si esta autopercepción está asociada con una brecha digital de género en la práctica. Los resultados sugieren la necesidad de programas de intervención que mejoren las competencias digitales de la población estudiantil universitaria, con mayor énfasis en las mujeres.

Citas

Acilar, A. (2020). Exploring the Gender Digital Divide in E-Government Use in a Developing Country. International journal of public administration in the digital age (IJPADA), 7(4), 1-15. https://doi.org/10.4018/IJPADA.20201001.oa1 DOI: https://doi.org/10.4018/IJPADA.20201001.oa1

Ahmad, N, A., Ayub, A. F. M., & Khambari, M. N. (2019). Gender Digital Divide: Digital Skills among Malaysian Secondary School. International journal of academic research in progressive education and development, 8(4), 668-687. https://hrmars.com/index.php/IJARPED/article/view/6692Gender-Digital-Divide-Digital-Skills-among-Malaysian-Secondary-School DOI: https://doi.org/10.6007/IJARPED/v8-i4/6692

Altay, Y., Koskan, O. y Koknaroglu, H. (2022). Determinación del número mínimo de animales al comparar las medias de tratamiento mediante análisis de potencia. Revista MVZ Córdoba, 27(2).

https://doi.org/10.21897/rmvz.2572 DOI: https://doi.org/10.21897/rmvz.2572

Ancheta-Arrabal, A., Pulido-Montes, C., & Carvajal-Mardones, V. (2021). Gender Digital Divide and Education in Latin America: A Literature Review. Education sciences, 11(12), 804. https://doi.org/10.3390/educsci11120804 DOI: https://doi.org/10.3390/educsci11120804

Austin, A., Dentato, M. P., Holzworth, J., Ast, R., Verdino, A. P., Alessi, E. J., Eaton, A. D., & Craig, S. L. (2023). Artistic expression as a source of resilience for transgender and gender diverse young people. Journal of LGBT youth. https://www.tandfonline.com/doi/abs/10.1080/19361653.2021.2009080 DOI: https://doi.org/10.1080/19361653.2021.2009080

Berger, V. W. & Zhou, Y. (2014). Kolmogorov–Smirnov Test: Overview. Wiley StatsRef: Statistics Reference Online. John wiley y sons, Ltd. https://doi.org/10.1002/9781118445112.stat06558 DOI: https://doi.org/10.1002/9781118445112.stat06558

Cambridge dictionary (2024). LGBTI. [En línea]. Disponible en: https://dictionary.cambridge.org/es/diccionario/ingles/lgbti. Fecha de consulta: 30 de marzo de 2024.

Campos, D. G. & Scherer, R. (2023). Digital gender gaps in Students’ knowledge, attitudes and skills: An integrative data analysis across 32 Countries. Education and information technologies. https://doi.org/10.1007/s10639-023-12272-9 DOI: https://doi.org/10.31234/osf.io/qvpnz

Cochran, W. G. (1980). Técnicas de muestreo (Segunda edición) CECSA.

Cohen, J. (1992). A power primer. Psychological bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155 DOI: https://doi.org/10.1037//0033-2909.112.1.155

Coşkunserçe, O. & Aydoğdu, Ş. (2022). Investigating the digital skills of undergraduate students in terms of various variables. Journal of educational technology and online learning, 5(4). https://doi.org/10.31681/jetol.1151461 DOI: https://doi.org/10.31681/jetol.1151461

Esteve-Mon, F. M., Llopis, M. Á., & Adell-Segura, J. (2020). Digital Competence and Computational Thinking of Student Teachers. International journal of emerging technologies in learning (IJET), 15(02). https://doi.org/10.3991/ijet.v15i02.11588 DOI: https://doi.org/10.3991/ijet.v15i02.11588

Fan, C. & Zhang, D. (2012). A note on power and sample size calculations for the Kruskal Wallis test for ordered categorical data. Journal of biopharmaceutical statistics, 22(6), 1162-1173. https://doi.org/10.1080/10543406.2011.578313 DOI: https://doi.org/10.1080/10543406.2011.578313

Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods, 39(2), 175-191. https://doi.org/10.3758/BF03193146 DOI: https://doi.org/10.3758/BF03193146

Feir-Walsh, B. J. & Toothaker, L. E. (1974). An Empirical Comparison of the Anova F-Test, Normal Scores Test and Kruskal-Wallis Test Under Violation of Assumptions. Educational and psychological measurement, 34(4), 789-799. https://doi.org/10.1177/001316447403400406 DOI: https://doi.org/10.1177/001316447403400406

Ferrari, A. (2013). DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe. JRC Publications repository. https://doi.org/10.2788/52966

Ferreira, E., Marôpo, L., Delgado, C., Rodrigues, M. D. R., Dias, P., & Torres, J. (2021). Digital practices, young people, and gender. First monday, 12(26). https://doi.org/10.5210/fm.v26i12.11787 DOI: https://doi.org/10.5210/fm.v26i12.11787

Galicia, L., Alarcón, L. A. G., Trápaga, J. A. B. y Navarro, R. E. (2017). Validez de contenido por juicio de expertos: Propuesta de una herramienta virtual. Apertura, 9(2), 42-53. https://doi.org/10.32870/Ap.v9n2.993 DOI: https://doi.org/10.32870/Ap.v9n2.993

Galperin, H. & Arcidiacono, M. (2021). Employment and the gender digital divide in Latin America: A decomposition analysis. Telecommunications policy, 45(7), 102166. https://doi.org/10.1016/j.telpol.2021.102166 DOI: https://doi.org/10.1016/j.telpol.2021.102166

García, J. L. C., González, R. L. y Carvalho, J. L. T. (2020). La búsqueda de información, la selección y creación de contenidos y la comunicación docente. RIED-Revista Iberoamericana de educación a distancia, 23(1), https://doi.org/10.5944/ried.23.1.24128 DOI: https://doi.org/10.5944/ried.23.1.24128

Garzón-Artacho, E., Sola-Martínez, T., Romero-Rodríguez, J. M., & Gómez-García, G. (2021). Teachers’ perceptions of digital competence at the life-long learning stage. Heliyon, 7(7). https://doi.org/10.1016/j.heliyon.2021.e07513 DOI: https://doi.org/10.1016/j.heliyon.2021.e07513

Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019a). Introduction to Gender Differences in Computer and Information Literacy. In E. Gebhardt, S. Thomson, J. Ainley, & K. Hillman (Eds.), Gender Differences in Computer and Information Literacy: An In-depth Analysis of Data from ICILS (pp. 1-12). Springer International Publishing. https://doi.org/10.1007/978-3-030-26203-7_1 DOI: https://doi.org/10.1007/978-3-030-26203-7_1

Gebhardt, E., Thomson, S., Ainley, J., & Hillman, K. (2019b). Student Achievement and Beliefs Related to Computer and Information Literacy. In E. Gebhardt, S. Thomson, J. Ainley, & K. Hillman (Eds.), Gender Differences in Computer and Information Literacy: An In-depth Analysis of Data from ICILS (pp. 21-31). Springer International Publishing. https://doi.org/10.1007/978-3-030-26203-7_3 DOI: https://doi.org/10.1007/978-3-030-26203-7_3

Gefen, D. & Straub, D. W. (1997). Gender Differences in the Perception and Use of E-Mail: An

Extension to the Technology Acceptance Model. MIS Quarterly, 21(4), 389-400. https://doi.org/10.2307/249720 DOI: https://doi.org/10.2307/249720

Gnambs, T. (2021). The development of gender differences in information and communication

technology (ICT) literacy in middle adolescence. Computers in human behavior, 114, 106533. https://doi.org/10.1016/j.chb.2020.106533 DOI: https://doi.org/10.1016/j.chb.2020.106533

Grande-de-Prado, M., Cañón, R., García-Martín, S., & Cantón, I. (2020). Digital Competence and Gender: Teachers in Training. A Case Study. Future internet, 12(11). https://doi.org/10.3390/fi12110204 DOI: https://doi.org/10.3390/fi12110204

Gray, T. J., Gainous, J., & Wagner, K. M. (2017). Gender and the Digital Divide in Latin America*. Social science quarterly, 98(1), 326-340. https://doi.org/10.1111/ssqu.12270 DOI: https://doi.org/10.1111/ssqu.12270

Guillén-Gámez, F. D., Mayorga-Fernández, M. J., & Contreras-Rosado, J. A. (2021). Incidence of Gender in the Digital Competence of Higher Education Teachers in Research Work: Analysis with Descriptive and Comparative Methods. Education sciences, 11(3). https://doi.org/10.3390/educsci11030098 DOI: https://doi.org/10.3390/educsci11030098

Hatlevik, O. E., Guðmundsdóttir, G. B., & Loi, M. (2015). Examining Factors Predicting Students’ Digital Competence. Journal of information technology education: research, 14, 123-137. https://www.informingscience.org/Publications/2126 DOI: https://doi.org/10.28945/2126

Hecke, T. V. (2012). Power study of anova versus Kruskal-Wallis test. Journal of statistics and management systems, 15(2-3), 241-247. https://doi.org/10.1080/09720510.2012.10701623 DOI: https://doi.org/10.1080/09720510.2012.10701623

Hervás-Gómez, C., Díaz-Noguera, M. D., De-la-Calle-Cabrera, A. M., & Guijarro-Cordobés, O. (2021). Perceptions of University Students towards Digital Transformation during the Pandemic. Education sciences, 11(11), 738. https://doi.org/10.3390/educsci11110738 DOI: https://doi.org/10.3390/educsci11110738

Jiménez-Hernández, D., González-Calatayud, V., Torres-Soto, A., Martínez-Mayoral, A., & Morales, J. (2020). Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge. Sustainability, 12(22), 9473. https://doi.org/10.3390/su12229473 DOI: https://doi.org/10.3390/su12229473

Jones, S. L. & Procter, R. (2023). Young peoples’ perceptions of digital, media and information literacies across Europe: Gender differences, and the gaps between attitudes and abilities.Technology, pedagogy and education, 32(4), 435-456. https://doi.org/10.1080/1475939X.2023.2210152 DOI: https://doi.org/10.1080/1475939X.2023.2210152

Kaarakainen, M. T., Kivinen, O., & Vainio, T. (2018). Performance-based testing for ICT skills assessing: A case study of students and teachers’ ICT skills in Finnish schools. Universal access in the information society, 17(2), 349-360. https://doi.org/10.1007/s10209-017-0553-9 DOI: https://doi.org/10.1007/s10209-017-0553-9

Kerras, H., Bautista, S., Piñeros-Perea, D. S., & de-Miguel-Gómez, M. D. (2022). Closing the Digital Gender Gap among Foreign University Students: The Challenges Ahead. Sustainability, 14(19). https://doi.org/10.3390/su141912230 DOI: https://doi.org/10.3390/su141912230

Kerras, H., Sánchez-Navarro, J. L., López-Becerra, E. I., & de-Miguel-Gómez, M. D. (2020). The Impact of the Gender Digital Divide on Sustainable Development: Comparative Analysis between the European Union and the Maghreb. Sustainability, 12(8). https://doi.org/10.3390/su12083347 DOI: https://doi.org/10.3390/su12083347

Korlat, S., Kollmayer, M., Holzer, J., Lüftenegger, M., Pelikan, E. R., Schober, B., & Spiel, C. (2021). Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support. Frontiers in psychology, 12. https://www.frontiersin.org/articles/10.3389/fpsyg.2021.637776 DOI: https://doi.org/10.3389/fpsyg.2021.637776

Kroeger, C. M., Ejima, K., Hannon, B. A., Halliday, T. M., McComb, B., Teran-Garcia, M., Dawson, J. A., King, D. B., Brown, A. W., & Allison, D. B. (2021). Persistent confusion in nutrition and obesity research about the validity of classic nonparametric tests in the presence of heteroscedasticity: Evidence of the problem and valid alternatives. The american journal of clinical nutrition, 113(3), 517-524. DOI: https://doi.org/10.1093/ajcn/nqaa357

Laskowski, N. G. (2020). Moral Constraints on Gender Concepts. Ethical theory and moral practice, 23(1), 39-51. https://doi.org/10.1007/s10677-020-10060-9 DOI: https://doi.org/10.1007/s10677-020-10060-9

López-Martínez, M., García-Luque, O., & Rodríguez-Pasquín, M. (2021). Digital Gender Divide and

Convergence in the European Union Countries. Economics, 15(1), 115-128. https://doi.org/10.1515/econ-2021-0012 DOI: https://doi.org/10.1515/econ-2021-0012

Maon, S. N., Hassan, N. M., Yunus, N. M., Jailani, S. F. S. A. K., & Kassim, E. S. (2021). Gender Differences in Digital Competence Among Secondary School Students. International journal of

interactive mobile technologies (IJIM), 15(04), 04. https://doi.org/10.3991/ijim.v15i04.20197 DOI: https://doi.org/10.3991/ijim.v15i04.20197

Mattar, J., Santos, C. C., & Cuque, L. M. (2022). Analysis and Comparison of International Digital Competence Frameworks for Education. Education sciences, 12(12), 12. https://doi.org/10.3390/educsci12120932 DOI: https://doi.org/10.3390/educsci12120932

Meyerhoff-Nielsen, M. & Erhi-Makpor, M. (2022). Digital inclusion and gender-associated indicators: A critical review of post-2010 literature. Proceedings of the 14th international conference on theory and practice of electronic governance, 123-128. https://doi.org/10.1145/3494193.3494211 DOI: https://doi.org/10.1145/3494193.3494211

Niño, L. M., Grimalt-Alvaro, C., Lores, B., & Usart, M. (2023). Brecha digital de género en secundaria: Diferencias en competencia autopercibida y actitud hacia la tecnología. Educación XX1: Revista de la facultad de educación, 26(2), 299-322. https://dialnet.unirioja.es/servlet/articulo?codigo=8984131 DOI: https://doi.org/10.5944/educxx1.34587

Ochoa, C., Molina, M. y Ortega, E. (2020). Inferencia estadística: Contraste de hipótesis. Fundamentos de medicina basada en la evidencia, 16(11). https://evidenciasenpediatria.es/articulo/7537/inferencia-estadistica-contraste-de-hipotesis

Oxford Advanced Learner’s Dictionary. (2024). Man noun—Definition. [En línea]. Disponible en: https://www.oxfordlearnersdictionaries.com/us/definition/english/man_1?q=man. Fecha de consulta: 30 de marzo de 2024.

Peláez-Sánchez, I. C. & Glasserman-Morales, L. D. (2023). Gender Digital Divide and Women’s Digital Inclusion: A Systematic Mapping. Multidisciplinary journal of gender studies, 12(3). https://doi.org/10.17583/generos.10555 DOI: https://doi.org/10.17583/generos.10555

Peláez-Sánchez, I. C., George-Reyes, C. E., & Glasserman-Morales, L. D. (2023). Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion. Future in educational research, 1(2), 129-146. https://doi.org/10.1002/fer3.16https://doi.org/10.1002/fer3.16 DOI: https://doi.org/10.1002/fer3.16

Pérez-Escoda, A., Lena-Acebo, F. J. y García-Ruiz, R. (2021). Brecha digital de género y competencia digital entre estudiantes universitarios, en Repositorio abierto de la universidad de Cantabria. [En línea]. Disponible en: https://repositorio.unican.es/xmlui/handle/10902/21791. Fecha de consulta: 15 de julio de 2024.

Perifanou, M. A. & Economides, A. A. (2020). Gender Digital Divide in Europe. International Journal of business, humanities and technology, 10(4). https://doi.org/10.30845/ijbht.v10n4p2 DOI: https://doi.org/10.30845/ijbht.v10n4p2

Prabhu, D., Mallya, J., Patwardhan, V., & Nayak, A. (2022). Digital Competence and the Gender Gap: A Case Study of Hospitality Students. International journal of media and information literacy, 7(1), 190-196. https://doi.org/10.13187/ijmil.2022.1.190 DOI: https://doi.org/10.13187/ijmil.2022.1.190

Qiaoyan, H. (2012). Effect size, measures of. in N. J. Salkind, Sage Research Methods—Encyclopedia of Research Design. SAGE Publications, Inc. https://methods.sagepub.com/reference/encyc-of-research-design/n207.xml

Rizal, R., Rusdiana, D., Setiawan, W., Siahaan, P., & Ridwan, I. M. (2021). Gender differences in digital literacy among prospective physics teachers. Journal of physics: conference series, 1806(1), 012004. https://doi.org/10.1088/1742-6596/1806/1/012004 DOI: https://doi.org/10.1088/1742-6596/1806/1/012004

Schmidt, S. (2012). Kruskal–Wallis test. in N. J. Salkind, Sage Research Methods—Encyclopedia of Research Design. SAGE Publications, Inc. [En línea]. Disponible en: https://methods.sagepub.com/reference/encyc-of-research-design/n207.xml. Fecha de consulta: 30 de marzo de 2024.

Selfa-Sastre, M., Pifarré, M., Cujba, A., Cutillas, L., & Falguera, E. (2022). The Role of Digital Technologies to Promote Collaborative Creativity in Language Education. Frontiers in psychology, 13, 828981. https://doi.org/10.3389/fpsyg.2022.828981 DOI: https://doi.org/10.3389/fpsyg.2022.828981

Siegel, S. y Castellan, J. (1995). Estadística No Paramétrica (Cuarta edición). Editorial Trillas S.A. de C.V.

Sobieraj, S. & Krämer, N. C. (2020). Similarities and differences between genders in the usage of computer with different levels of technological complexity. Computers in human behavior, 104, 106145. https://doi.org/10.1016/j.chb.2019.09.021 DOI: https://doi.org/10.1016/j.chb.2019.09.021

Soroya, S. H., Ahmad, A. S., Ahmad, S., & Soroya, M. S. (2021). Mapping internet literacy skills of digital natives: A developing country perspective. Plos One, 16(4). https://doi.org/10.1371/journal.pone.0249495 DOI: https://doi.org/10.1371/journal.pone.0249495

Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. Research in science education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2 DOI: https://doi.org/10.1007/s11165-016-9602-2

Tondeur, J., Van-de-Velde, S., Vermeersch, H., & Van-Houtte, M. (2016). Gender Differences in the ICT Profile of University Students: A Quantitative Analysis. DiGeSt. Journal of diversity and gender studies, 3(1), 57-77. https://doi.org/10.11116/jdivegendstud.3.1.0057 DOI: https://doi.org/10.11116/jdivegendstud.3.1.0057

Tzafilkou, K., Perifanou, M., & Economides, A. A. (2022). Development and validation of students’ digital competence scale (SDiCoS). International journal of educational technology in higher education, 19(1), 30. https://doi.org/10.1186/s41239-022-00330-0 DOI: https://doi.org/10.1186/s41239-022-00330-0

Van-de-Werfhorst, H. G., Kessenich, E., & Geven, S. (2022). The digital divide in online education: Inequality in digital readiness of students and schools. Computers and education open, 3, 100100. https://doi.org/10.1016/j.caeo.2022.100100 DOI: https://doi.org/10.1016/j.caeo.2022.100100

Van-Laar, E., van-Deursen, A. J. A. M., van-Dijk, J. A. G. M., & de-Haan, J. (2020a). Measuring the levels of 21st-century digital skills among professionals working within the creative industries: A performance-based approach. Poetics, 81, 101434. https://doi.org/10.1016/j.poetic.2020.101434 DOI: https://doi.org/10.1016/j.poetic.2020.101434

Van-Laar, E., van-Deursen, A. J. A. M., van-Dijk, J. A. G. M., & de-Haan, J. (2020b). Determinants of 21st-Century Skills and 21st-Century Digital Skills for Workers: A Systematic Literature Review. Sage open, 10(1), 2158244019900176. https://doi.org/10.1177/2158244019900176 DOI: https://doi.org/10.1177/2158244019900176

Vázquez-Cano, E., León-Urrutia, M., Parra-González, M. E., & López-Meneses, E. (2020). Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context. Sustainability, 12(2). https://doi.org/10.3390/su12020476 DOI: https://doi.org/10.3390/su12020476

Vishnu, S., Raghavan, A., Susan-Sam, A., Radhakrishnan, A., Olaparambil-Ragavan, S., Vattam, J., & Funk, C. (2022). Digital competence of higher education learners in the context of COVID-19 triggered online learning. Social sciences & humanities open, 6(1), 100320. https://doi.org/10.1016/j.ssaho.2022.100320 DOI: https://doi.org/10.1016/j.ssaho.2022.100320

Wild, S. & Schulze, L. (2020). How do the digital competences of students in vocational schools differ from those of students in cooperative higher education institutions in Germany? Empirical research in vocational education and training, 12(1). https://doi.org/10.1186/s40461-020-00091-y DOI: https://doi.org/10.1186/s40461-020-00091-y

Yu, H. & Hu, J. (2022). ICT Self-Efficacy and ICT Interest Mediate the Gender Differences in

Digital Reading: A Multilevel Serial Mediation Analysis. International journal of emerging technologies in learning (IJET), 17(05). https://doi.org/10.3991/ijet.v17i05.25691 DOI: https://doi.org/10.3991/ijet.v17i05.25691

Zhang, P., Wang, L., & Liu, C. (2020). The empowerment of singleton daughters: Exploring the gender digital divide among Chinese college students. Information technology & people, 34(5), 14 01-1418. https://doi.org/10.1108/ITP-07-2019-0350 DOI: https://doi.org/10.1108/ITP-07-2019-0350

Zhao, Y., Sánchez, M. C., Pinto, A. M., & Zhao, L. (2021). Digital Competence in Higher Education: Students’ Perception and Personal Factors. Sustainability, 13(21), 21. https://doi.org/10.3390/su132112184 DOI: https://doi.org/10.3390/su132112184

Descargas

Publicado

2024-07-19

Cómo citar

Ríos-Rodríguez, L. del C., Hernández-Leyva, Z. J., Martínez-Alarcón, L. G. ., & Ruvalcaba-Arredondo, L. (2024). El género y su relación en las competencias digitales de los estudiantes universitarios. CienciaUAT, 19(1), 157–169. https://doi.org/10.29059/cienciauat.v19i1.1882

Número

Sección

Ciencias Sociales

Artículos similares

<< < 11 12 13 14 15 16 

También puede Iniciar una búsqueda de similitud avanzada para este artículo.