Informational digital competence in Mexican adolescents: sex-based self-assessment analysis in the post-pandemic context
DOI:
https://doi.org/10.15359/ree.29-2.20086Keywords:
Informational digital competence, self-assessment, sex, Mexican adolescents, SDG 4, quality education, transferable skills, ODS 8, decent work and economic growth, impact of technological changeAbstract
Objective. To identify how adolescents perceive themselves in terms of their digital competence in managing information in education. Methodology. An online questionnaire with Likert scale questions and open-ended questions in the dimensions of self-assessment of digital competence in information management, retrospective self-assessment, intersection with problem-solving competence, technical skills, and strategic competence. The representative sample was composed of students from a public high school. Discussion. Most students at the end of the pandemic feel confident in their digital competence in managing information for education; female students report less confidence in handling this competence compared to male students, with more stability in negative and neutral self-assessment; self-assessment results reveal three groups: positive (80.5%), neutral (14.5%), and negative (5%); both sexes reported growth in information management competence during the pandemic, with males retrospectively self-assessing higher than females. Recommendations. It is suggested to include informational competence training in the curriculum, develop differentiated support strategies, encourage reflective self-assessment, and establish continuous assessments in educational and workplace settings.
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