Alfabetización digital autopercibida y factores asociados en estudiantes de escuelas secundarias públicas de Yucatán, México

Vollständiger Abstract

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This study aimed to analyze perceived digital literacy among students attending public secondary schools in Yucatán, Mexico. A quantitative, cross-sectional, observational, and correlational design was employed. The study included a non-probability convenience sample of 501 students aged 12 to 17 years from ten urban and rural schools. Data were collected online using a 39-item self-report questionnaire covering nine dimensions of digital literacy. Overall, 80% of participants identified school assignments as their main Internet activity. In seven of the nine dimensions assessed, “almost always” was the most frequent response category, whereas students reported lower frequencies for information management and creative thinking. No statistically significant differences were found by sex; however, significant differences between students from urban and rural schools were identified in seven dimensions. Small positive associations were also observed between some dimensions of digital literacy, students’ grade level, and parental educational attainment. Given the convenience sampling, online administration, self-reported nature of the instrument, and cross-sectional design, the findings should be interpreted as associations within the study sample rather than causal relationships. The results suggest that students frequently use digital technologies, although their perceived digital literacy differs between urban and rural school settings, and is associated with parental educational attainment.