Competencias digitales como predictores pedagógicos para aprender a aprender

Abstract

The research analyzes the importance and influence of digital skills as pedagogical predictors in the learning-to-learn process. These are skills that allow students to improve their skills in the use of information and communication technologies; in turn, they can promote learning as an individual event. Consequently, a case study is carried out, considering a group of 432 pedagogy students at the university level. A correlational design is proposed and the Digital Competence Questionnaire of Higher Education Students (DCQHES) is used; applying the AaA competence evaluation questionnaire, to collect the data. The results show that there is a low correlation (r=0.226) between the variables and the dimensions: creativity and innovation, critical thinking, problem solving, digital citizenship modeling and decision making; assets that benefit self-taught education. It is concluded that virtual skills show low promotion of techniques that favor self-teaching.