Gaps in university students´ digital competencies: evidence on ethical information use, digital security, and lifelong learning

Abstract

The study aimed to analyze the self-perception of digital competencies in a Higher Education Institution in order to identify differences according to gender, age, and academic semester, as well as to detect the main areas for improvement within students´ competency profiles. It took place in the August to December 2025 semester, and was conducted under a quantitative approach, with a non-experimental, cross-sectional design and a descriptive-comparative scope. The sample consisted of 307 students selected through non-probability convenience sampling. Data were collected using a 25-item questionnaire with a four-category ordinal scale, and the analysis included descriptive statistics, internal consistency estimation, and nonparametric tests for group comparisons. The results showed a generally favorable self-perception of digital competence, with greater strengths in lifelong learning supported by ICT and in communication and collaboration in digital environments, and lower ratings in the ethical use of information, digital security, and critical evaluation of sources. The main limitations were the cross-sectional design, the non-probability sampling, and the use of self-perception. The main contribution of the study was the identification of specific gaps within the competency profile. It was concluded that important areas for improvement persisted in ethics, security, and critical digital judgment