La brecha digital de género en los estudiantes de grado en varias universidades españolas
DOI:
https://doi.org/10.5944/ried.28.1.41536Palabras clave:
competencia digital, brecha de género, estudiantes de gradoResumen
La competencia digital del alumnado afecta a aspectos de su vida académica, como el progreso y rendimiento o el acceso a titulaciones. La presente investigación se basa en una metodología cuantitativa de corte descriptivo e inferencial, con un diseño de encuesta con el objetivo de recabar información sobre un grupo inicial de 909 participantes, de diferentes niveles educativos, de los que finalmente se han analizado las respuestas de 725 estudiantes de grado. Los resultados muestran que las mujeres son el grupo que obtiene las calificaciones medias más altas, aunque más de la mitad de los encuestados de ambos géneros se sitúa en una calificación media alta. No se encontraron diferencias significativas en cuanto al análisis de las CC.AA. en función del género. Tampoco se encontraron diferencias cuando se contrastaba el área de conocimiento de la titulación y el género, ni cuando se agrupan las titulaciones según se incluyan en el bloque de materias STEM o no. Aparecen diferencias en algunas de las alfabetizaciones de la competencia digital cuando se tiene en cuenta el género y la nota media. Estos resultados pueden representar un indicio de cambio en la brecha digital identificada a lo largo de los últimos años por diversos autores. Las conclusiones indican que, aunque es necesario reforzar la equidad en la formación de la competencia digital entre géneros, pueden existir más factores que influyan en la percepción que tiene el alumnado sobre su nivel de competencia.
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