Competencias digitales y capacidad creativa en estudiantes universitarios de Educación Inicial
Digital skills and creative ability in university students of Early Childhood EducationContenido principal del artículo
El presente estudio tuvo como objetivo determinar la relación entre las competencias digitales y la capacidad creativa en estudiantes universitarios de educación inicial de la Universidad Nacional de Trujillo de Perú. La investigación se desarrolló bajo un enfoque cuantitativo, con un diseño no experimental de corte transversal y nivel correlacional. La muestra estuvo conformada por 120 estudiantes, seleccionadas mediante muestreo no probabilístico por conveniencia. Para la recolección de datos se utilizaron dos instrumentos: una escala basada en el Marco Europeo de Competencias Digitales (DigComp) y una rúbrica de evaluación de la creatividad basada en el Test de Pensamiento Creativo de Torrance, ambos con adecuados niveles de validez y confiabilidad. El análisis de los datos se realizó mediante estadística descriptiva e inferencial, aplicándose el coeficiente de correlación Rho de Spearman. Los resultados evidenciaron la existencia de una relación positiva y estadísticamente significativa entre las competencias digitales y la capacidad creativa (ρ = 0,40; p < 0,01), de magnitud baja a moderada, lo que indica que mayores niveles de competencias digitales se asocian con mayores niveles de creatividad en las estudiantes evaluadas. Asimismo, el análisis por dimensiones permitió identificar asociaciones más consistentes entre la alfabetización en información y datos y la resolución de problemas digitales con los componentes de la capacidad creativa, particularmente con la fluidez y la originalidad. Se concluye que las competencias digitales constituyen un elemento relevante en el fortalecimiento de la capacidad creativa en la formación universitaria de futuras docentes de educación inicial, resaltando la necesidad de promover estrategias pedagógicas que integren el desarrollo de habilidades digitales y creativas en la educación superior.
The present study aimed to determine the relationship between digital competencies and creative capacity in university students of early childhood education from the National University of Trujillo in Peru. The research was conducted under a quantitative approach, with a non-experimental, cross-sectional, correlational design. The sample consisted of 120 students, selected through non-probabilistic convenience sampling. For data collection, two instruments were used: a scale based on the European Digital Competence Framework (DigComp) and a creativity assessment rubric based on the Torrance Tests of Creative Thinking, both demonstrating adequate levels of validity and reliability. Data analysis was carried out using descriptive and inferential statistics, applying Spearman’s Rho correlation coefficient. The results revealed a positive and statistically significant relationship between digital competencies and creative capacity (ρ = 0.40; p < 0.01), of low to moderate magnitude, indicating that higher levels of digital competencies are associated with higher levels of creativity among the students evaluated. Furthermore, the dimensional analysis identified more consistent associations between information and data literacy and digital problem-solving with components of creative capacity, particularly fluency and originality. It is concluded that digital competencies constitute a relevant element in strengthening creative capacity in the university training of future early childhood education teachers, highlighting the need to promote pedagogical strategies that integrate the development of digital and creative skills in higher education.
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