In today's university, digital skills have become a basic requirement To survive academically and to succeed in the job market, the expansion of information and communication technologies (ICTs), the intensive use of virtual platforms, and, more recently, the introduction of artificial intelligence in the classroom have completely transformed the student experience. It is no longer enough to simply "know how to use a computer": a structured set of knowledge, skills, and attitudes is needed, ranging from critical information retrieval to the protection of personal data.
At the same time, university research has made enormous progress in this field. Studies conducted in Europe and Latin America show that university students are usually at an average level Digital competence is trending towards high levels, especially in certain contexts and degrees such as engineering. However, it has been shown that "being born in the digital age" does not, in itself, guarantee a solid or balanced command of these skills; therefore, universities are reviewing their curricula, frameworks, and training strategies to ensure that students develop these competencies explicitly and in an assessable way.
What are digital skills for university students?
When we talk about digital competence in higher education, we are referring to a set of knowledge, skills, and attitudes that enable the effective, critical, ethical, and creative use of technology in academic, personal, and professional contexts. This concept is not improvised: it is based on robust frameworks like DigComp, prepared by the European Commission (Ferrari, 2013; Carretero, Vuorikari and Punie, 2017; Vuorikari, Kluzer and Punie, 2022), and in specific frameworks for teachers and universities (for example, the works of Cabero-Almenara, Barroso-Osuna or Esteve-Mon).
According to these frameworks, Digital skills are usually organized into five main areas which also apply to university students: information and data literacyCommunication and collaboration, digital content creation, security, and problem-solving. Each area integrates different knowledge descriptors, practical skills, and responsible attitudes, with progressive levels of mastery.
Recent scientific literature (Sánchez-Caballé et al., 2020; Zhao, Pinto and Sánchez, 2021; Nóbile and Porlán, 2022) shows that Digital competition is not a homogeneous bloc, but a composite profileA student might be highly proficient in online communication but weak in security or data analysis. Hence the importance of measuring the different dimensions separately, using validated instruments.
Furthermore, research conducted in several countries (Peru, Chile, Spain, Argentina, Finland, among others) has allowed adapt the DigComp framework to the specific needs of higher education, adjusting descriptors, achievement levels, and task examples to make sense in careers as diverse as engineering, education, social sciences, or health.
The importance of digital skills in today's university
The integration of ICTs and, more recently, artificial intelligence into university teaching has generated structural changes in the way we teach, learn, and researchThe use of virtual campuses, digital libraries, simulators, remote laboratories, and online assessment systems has become commonplace. The challenge is no longer "whether" to use technologies, but "how" and "why" they are used to improve academic outcomes and inclusion.
The research conducted at various Peruvian universities with more than 2.300 students from different grade levels concludes that The level of self-reported digital competence is in the medium-high rangewith no significant differences between men and women. However, it is observed that knowledge of digital technologies is a necessary, but not sufficient, condition for achieving high levels of competence: security awareness, an understanding of the usefulness of resources, and the ability to apply them functionally to study are also required.
In the field of employment, various reports from the European Union and international organizations indicate that Around 90% of jobs will require some type of digital skill in the very near future. Studies such as those by Ehlers and Kellermann (2019) on “Future Skills” emphasize that future employability depends on combining Technical abilities (handling digital tools, data analysis, programming…) with transversal skills (critical thinking, online collaborative work, technological creativity).
Furthermore, works such as those by Cabero-Almenara et al. (2023) and García-Prieto et al. (2022) They have confirmed the relationship between digital competence and academic success.The more competent a student perceives themselves to be in using digital resources, the higher their performance tends to be, especially in online or hybrid learning environments, as was the case during the COVID-19 pandemic. Studies and training guidelines recommend focusing on key competencies that favor that performance.
Main dimensions of students' digital competence
The DigComp framework and subsequent literature reviews (Pérez-Escoda, García-Ruiz and Aguaded, 2019; Sánchez-Caballé et al., 2020; Ibáñez-Cubillas, 2021) propose a widely used structure for understanding digital skills in university students. These dimensions allow for a very concrete analysis of what students know and what they can do with technology..
Information and data literacy
The first dimension refers to the capacity to identify, locate, retrieve, organize and analyze digital information and dataassessing its quality, purpose, and relevance. In the university context, this means, for example, knowing how to differentiate between a popular science page and an indexed scientific article.
Students should be able to Use academic search engines, databases, and digital libraries competently (JSTOR, Scopus, Web of Science, Google Scholar, or institutional repositories). It's not the same to consult a generic search engine as it is to work with specialized engines that filter peer-reviewed information.
The ability to assess the credibility of the sourcesAvoiding falling for hoaxes, fake news, or unreliable material requires checking the author, the institution that supports the publication, the date, the methodology used, and the references cited—something especially important in undergraduate or master's theses.
Information literacy also includes personal management of documents, notes and bibliographic referencesLeveraging tools like appointment managers, cloud storage, and structured note-taking apps, a good digital organization system reduces the chaos of scattered files and saves a lot of time throughout your career.
Communication and collaboration in digital environments
The second major area encompasses the capacity to communicate, share information and work as a team using digital toolsIt's not just about knowing how to send emails or use a chat, but about applying communication appropriate to the academic and professional context.
This dimension includes skills such as draft formal emails addressed to faculty or administrative staffParticipate in virtual forums with relevant contributions and maintain orderly video conferences, respecting turns and using microphone, camera and chat correctly.
The ability to collaborate on projects using tools such as shared documents, group work platforms, or task managersStudents who coordinate online work well and distribute responsibilities transparently are modeling dynamics typical of the workplace.
Furthermore, digital communication connects with the identity and digital footprint managementOn networks like LinkedIn, students can build a professional profile, share academic achievements, certificates, publications or projects, and establish networks with people in their disciplinary field.
Digital content creation
A third key dimension is the ability to produce, edit and integrate original digital contentDocuments, presentations, videos, podcasts, infographics, academic blogs, code, etc. It's no longer just about consuming information, but about generating your own materials with added value.
In this area, skills such as the following are valued: design visually clear and attractive presentations, write well-structured documents, and produce multimedia resources that support exhibitions, research projects or scientific outreach activities.
Content creation also involves the use of discipline-specific tools: simulation software in engineering, qualitative or quantitative analysis programs in social sciences, graphic and video editors in creative fields, or even programming environments in computer science and mathematics.
Another fundamental aspect is respect for the intellectual property and usage licensesStudents should be aware of the implications of reusing images, texts or materials from third parties, understand Creative Commons licenses, cite correctly and avoid plagiarism, both textual and of code or data.
Digital security and online well-being
The fourth dimension is related to the protection of devices, personal data and digital identityas well as with healthy and sustainable technology use practices. Safety is not only a technical issue, but also an ethical and legal one.
This area includes skills such as Configure strong and unique passwords, activate two-step verification systems, and recognize phishing attempts or online fraud. Keeping software up to date and using appropriate security solutions are also part of digital competence.
In the university setting, students must also be able to manage research and third-party data responsiblyThis includes anonymizing surveys, protecting files with sensitive information, and understanding data protection regulations and research ethics.
Security also has a broader aspect of digital well-being care: regulate connection time, manage notifications, prevent cyberbullying, and adopt ergonomic and rest guidelines that avoid physical and psychological problems resulting from excessive or inappropriate use of screens.
Problem-solving and creative use of technology
The fifth dimension included in the European frameworks focuses on The ability to identify needs, choose appropriate tools, resolve technical issues, and leverage technology in innovative waysTo put it simply, it is the most strategic aspect of digital competition.
This area implies that students know identify which digital tool is most suitable for each task (data analysis, presentations, communication, storage, programming, design, etc.) and that has a minimum level of autonomy to solve basic errors or search for information when something goes wrong.
This dimension also includes skills such as Use technology creatively to develop new solutionsprototypes, simulations or digital products that provide real value, both in academic projects and in entrepreneurial initiatives.
Comparative studies on engineering students from Spain and Argentina show that, although there are differences in level between regions, Students tend to show better results precisely in the areas of problem-solving and digital content creation, which indicates a particularly high potential for innovation with technology.
What does research say about the level of digital skills?
In recent years, a significant number of empirical studies have been generated that address the Measurement and analysis of the level of digital competence in university studentsThese studies rely on questionnaires, self-report scales, and performance tests based, for the most part, on the DigComp framework.
Research conducted in Peru with more than 2.300 students from 17 universities reveals that Students perceive themselves to be at an average level, with a tendency towards high, in their digital competenceTo reach these conclusions, quantitative methods such as analysis of variance, principal components, linear regression, and necessary conditions analysis have been used, which provides statistical robustness to the results.
In Chile, several studies have analyzed Students' digital competence in relation to variables such as socioeconomic level, type of school of origin, or genderIt has been observed that there are gaps linked to the socioeconomic context and the type of high school diploma or previous training, but that first-year students usually have sufficient skills to adapt to the technological demands of the university.
Other studies, such as those conducted at European universities, have focused on the comparison between countries and generationsExploring the extent to which the label “digital natives” corresponds to reality, the results challenge the idea that all young students have an advanced command of technology: they tend to be proficient in social media and messaging, but show gaps in more academic areas, such as the use of databases, the management of professional digital identity, and advanced security.
The systematic review of the literature on the digital competence of university students indicates that There is no single digital user profileRather, there are different combinations of strengths and weaknesses depending on the degree, university, country, and prior experience. This compels higher education institutions to design flexible strategies that support those who arrive with significant gaps in their knowledge while simultaneously offering more advanced challenges to those who already possess a high level of expertise.
How is digital competence assessed in higher education
In order to improve students' digital competence, it is first necessary to have valid and reliable assessment instrumentsDuring the last decade, numerous research teams have worked on the design and validation of questionnaires and tests based on the DigComp framework.
In Spain and Latin America, specific tools have been developed for measuring the digital competence of university studentsFollowing rigorous validation processes. These processes include the use of expert panels, content analysis, and statistical techniques to verify internal consistency and construct validity.
Among the most commonly used methodologies are the expert judgment and the Delphi methodThese tools allow for refining questionnaire items and ensuring they adequately cover the framework's dimensions. Authors such as Cabero-Almenara and Barroso-Osuna have worked extensively with the expert competence coefficient for selecting specialists, while others have relied on quantitative indicators such as Lawshe's content validity index.
Once the instruments are designed, they are usually applied to broad samples of students from different degree programs and universitiesThe data are analyzed using techniques such as factor analysis, regression models or specific indices (e.g., student digitization indices), which allows the identification of profiles, gaps and priority areas for intervention.
The myth of the “digital native” and the role of the university
A significant portion of the specialized literature has questioned the idea that new generations of students are, automatically, “digital natives with high technological literacy”Authors such as Castañeda, Esteve and Adell, as well as Gisbert and Esteve, have shown that mastery of social networks, messaging or online entertainment does not necessarily translate into academic or professional digital competence.
Studies that have analyzed the profile of the university student in the digital age describe Young people who need to be connected, who move with ease in certain digital environments, but who may present significant shortcomings in advanced information retrieval, privacy management, data analysis, or complex content production.
Therefore, the authors agree that the university cannot assume that its students "already know about technology", but must assume an active role in the development of digital competenceThis involves integrating specific objectives, activities, and assessments into the curricula, and not just offering optional or supplementary training.
The proposals range from institutional digital training programs and mandatory subjects on information and digital skills, to the cross-cutting use of ICT projects in different subjects, including collaboration with university libraries and learning support services to offer specialized workshops.
Advanced digital skills that make a difference
Beyond the basic handling of office tools or the virtual campus, there are certain Advanced digital skills that can provide a real competitive advantage for university students both in their academic career and in their job placement.
One of them is the data analysis using tools such as spreadsheets, statistical software, or programming languagesMastering advanced Excel functions, using statistical packages, or handling environments like R or Python allows you to process large volumes of information, perform rigorous analyses, and present results clearly.
Another advanced skill is the creation of multimedia content and interactive materialsVideo editing, graphic design, podcast production, infographic development, and interactive presentations. The use of specialized software and accessible drag-and-drop tools enables students to create highly professional products even without prior design experience.
The strategic use of productivity and project management toolsApplications such as those for organizing tasks, coordinating online teams, managing document versions, or centralizing information for a final degree project or research project. Knowing how to structure digital work improves efficiency and reduces stress during periods of high academic workload.
Finally, the responsible and critical use of generative artificial intelligence: rely on assistants to generate ideas, summarize texts or explore approaches, always from an ethical perspective, correctly citing the tools used, contrasting the information and avoiding blind dependence on the results offered by these systems.
Overall, the reviewed research on higher education students in Europe and Latin America suggests that Digital competence is a decisive factor for academic success, employability, and civic participation in increasingly technological societies.Although many young people arrive at university familiar with certain uses of technology, studies show significant gaps between areas, contexts and social groups, which forces institutions to assume the responsibility of developing, evaluating and certifying these skills during the university stage, relying on frameworks such as DigComp and instruments validated by the scientific community.
