Digital gaps and competencies among university students at the Technical University of Oruro
DOI:
https://doi.org/10.61347/psa.v3i3.110Keywords:
Digital competencies, digital divide, higher education, narrative review, sociocultural factorsAbstract
This article addresses the relationship between access to technology, digital divides, and the development of digital competencies in university contexts, with an emphasis on students from the Faculty of Law, Political and Social Sciences at the Technical University of Oruro. The objective is to analyze how sociocultural factors such as age, gender, place of residence, and socioeconomic level condition technological appropriation in higher education. The study employs a narrative review to synthesize dispersed literature and understand the complexity of the phenomenon across multiple dimensions. The results show that digital divides are not limited to infrastructural access but also include motivational, educational, and sociocultural variables that affect educational equity, highlighting the importance of an anthropological approach to understanding these dynamics from a holistic perspective. A systematic search was conducted in the Scopus, SciELO, and Google Scholar databases, covering the period 2010–2025, in both Spanish and English. A total of 42 full-text articles were reviewed, and 34 met the inclusion criteria. In conclusion, digital competence depends both on the resources available and on the students’ contextual conditions, requiring comprehensive institutional strategies that promote inclusion, training, and digital literacy.
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