Competencias digitales en estudiantes de educación básica: revisión sistemática de la evidencia científica 2023-2026

Claudia Antonella Mauricio Rojas

doi:10.59659/revistatribunal.v6i17.541

Competencias digitales en estudiantes de educación básica: revisión sistemática de la evidencia científica 2023-2026

Digital Competencies in Basic Education Students: A Systematic Review of the Scientific Evidence 2023-2026

Autores/as

Claudia Antonella Mauricio Rojas
Universidad César Vallejo. Lima, Perú
https://orcid.org/0000-0002-1006-2606

Resumen
Abstract

Introducción: Las competencias digitales son esenciales para el aprendizaje, la participación y el desarrollo integral de los estudiantes. Objetivo: analizar la evidencia científica sobre las competencias digitales en estudiantes de educación básica. Metodología: se empleó la metodología PRISMA 2020; se seleccionaron 25 artículos publicados entre 2023 y junio de 2026 en Scopus, Web of Science y ScienceDirect. Resultados: el desarrollo de estas competencias es heterogéneo y se asocia con la accesibilidad, el acompañamiento docente y el contexto socioeconómico; la inteligencia artificial, la gamificación y las metodologías activas favorecieron su fortalecimiento, aunque persisten brechas de infraestructura, formación docente y desigualdad social. Conclusión: se requiere fortalecer la formación docente y promover estrategias pedagógicas innovadoras que garanticen acceso equitativo a los recursos tecnológicos para una educación básica de calidad e inclusiva.

Introduction: Digital competencies are essential for learning, participation, and the holistic development of students. Objective: to analyze the scientific evidence on digital competencies in basic education students. Methodology: the PRISMA 2020 methodology was employed; 25 articles published between 2023 and June 2026 in Scopus, Web of Science, and ScienceDirect were selected. Results: the development of these competencies is heterogeneous and associated with accessibility, teacher support, and socioeconomic context; artificial intelligence, gamification, and active methodologies favored their strengthening, although gaps in infrastructure, teacher training, and social inequality persist. Conclusion: it is necessary to strengthen teacher training and promote innovative pedagogical strategies that ensure equitable access to technological resources for quality and inclusive basic education.

Cómo citar

Mauricio Rojas, C. A. (2026). Competencias digitales en estudiantes de educación básica: revisión sistemática de la evidencia científica 2023-2026. Revista Tribunal, 6(17), 1-23. https://doi.org/10.59659/revistatribunal.v6i17.541

Número

Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026

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Artículos de Revisión

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Mauricio Rojas, C. A. (2026). Competencias digitales en estudiantes de educación básica: revisión sistemática de la evidencia científica 2023-2026. Revista Tribunal, 6(17), 1-23. https://doi.org/10.59659/revistatribunal.v6i17.541

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