Brecha Digital Pedagógica entre Educación Secundaria y Universitaria Pública Peruana: Análisis Comparativo
Pedagogical Digital Divide between Secondary and University Public Education in Peru: Comparative AnalysisContenido principal del artículo
La integración de herramientas digitales en educación pública varía significativamente entre niveles educativos en países en desarrollo. Objetivo: Analizar y comparar factores asociados a la integración efectiva de herramientas digitales entre estudiantes de secundaria y universitarios del sistema público peruano. Métodos: Estudio cuantitativo transversal con 452 estudiantes (268 de secundaria, 184 universitarios). Se administró un cuestionario validado midiendo competencia digital, frecuencia de uso, percepción de eficacia pedagógica, acceso a infraestructura y calidad de capacitación docente. Análisis mediante pruebas t de Student, Chi-cuadrado, correlaciones de Pearson y regresión lineal múltiple. Resultados: Los universitarios reportaron niveles significativamente superiores de competencia digital (p<.001) y percepción de eficacia pedagógica (p<.001). Para estudiantes de secundaria, el acceso a infraestructura fue el predictor más fuerte (β=0.45, p<.001), mientras que para universitarios lo fue la calidad de capacitación docente (β=0.38, p<.001). Conclusión: Existe una brecha digital pedagógica requiriendo políticas diferenciadas: infraestructura en secundaria y formación pedagógica avanzada en universidad.
Integration of digital tools in public education varies significantly between educational levels in developing countries. Objective: To analyze and compare factors associated with effective integration of digital tools between secondary and university students in the Peruvian public system. Methods: Cross-sectional quantitative study with 452 students (268 secondary, 184 university). A validated questionnaire measuring digital competence, frequency of use, perception of pedagogical efficacy, infrastructure access, and teacher training quality was administered. Analysis using Student’s t-tests, Chi-square, Pearson correlations, and multiple linear regression. Results: University students reported significantly higher levels of digital competence (p<.001) and perception of pedagogical efficacy (p<.001). For secondary students, infrastructure access was the strongest predictor (β=0.45, p<.001), while for university students it was teacher training quality (β=0.38, p<.001). Conclusion: A pedagogical digital divide exists requiring differentiated policies: infrastructure in secondary education and advanced pedagogical training in university.
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