Evaluación y Validación de una Escala para medir Competencias Digitales en Estudiantes de Secundaria

Ygnacio Tomaylla-Quispe; Olger Gutierrez Aguilar; Sandra Chicaña Huanca

doi:10.31637/epsir-2026-2030

Authors

Ygnacio Tomaylla-Quispe Universidad Nacional de San Agustin de Arequipa https://orcid.org/0000-0003-3741-5325
Olger Gutierrez Aguilar Universidad Nacional de San Agustin de Arequipa https://orcid.org/0000-0002-6657-7529
Sandra Chicaña Huanca Universidad Nacional de San Agustin de Arequipa https://orcid.org/0000-0002-9676-1386

DOI:

https://doi.org/10.31637/epsir-2026-2030

Keywords:

ICT, information search and selection, technical skills, digital communication, information management, secondary education, EFA, CFA

Abstract

Introduction: This study identifies and validates the underlying dimensions of digital competencies in ICT through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Methodology: The scale was administered in a secondary education institution, with a randomly and conveniently selected sample of 330 students. The instrument, based on previous studies, consists of 25 items on a 5-point Likert scale, with content validity reviewed by two experts. Results: After refining item wording and removing five items, the EFA identified four factors: information search and selection (SEARCH), technical skills (TECH), digital communication (COM), and information storage and management (STOR). The CFA confirmed the model’s adequacy, showing acceptable fit indices and significant factor loadings. Discussion: The four-factor structure demonstrated excellent fit and high reliability (ω = 0.904, α = 0.873); however, the STOR factor requires revision due to low convergent validity. Compared to previous studies, it shares similarities in some factors but organizes digital competencies differently. Conclusions: The findings support the scale’s validity as a robust instrument for assessing digital competencies in ICT in secondary education, providing an empirical foundation for future research.

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Author Biographies

Ygnacio Tomaylla-Quispe, Universidad Nacional de San Agustin de Arequipa

Certified by the National Council for Science and Technology of Peru (Concytec) as a Research Professor with Registration Code: P0083821. Level: V

Date of Registration: 03/03/2025.

Valid until 02/13/2025 in active status.

Doctor of Science: Education from the National University of San Agustín (UNSA), in Arequipa, Peru.

Master of Science: Education with a specialization in Higher Education.

Master of Arts: from the National University of San Agustín, Arequipa, Peru.

Professional degree in Multimedia as a second specialty.

Member of the International Association of Visual Artists “Luces del Sur.”

Currently a senior professor at T.C. in the Painting, Photography, and Artistic Research workshops at UNSA.

Olger Gutierrez Aguilar, Universidad Nacional de San Agustin de Arequipa

Certified by the National Council for Science and Technology of Peru (Concytec) as a Research Professor with Registration Code: P0004277. Level: IV

Doctorate in Social Sciences and Master's Degree in Arts from the National University of San Agustín (UNSA), Arequipa, Peru.

Professional degree in Advertising and Marketing.

Bachelor's Degree in Fine Arts. UNSA.

Bachelor's Degree in Art Education from the Carlos Baca Flor National School in Arequipa, Peru.

Currently an assistant professor at the Professional School of Arts at UNSA and UCSM.

Sandra Chicaña Huanca, Universidad Nacional de San Agustin de Arequipa

Certified by the National Council for Science and Technology of Peru (Concytec) as a Research Professor with Registration Code: P0261858. Level: V

Doctorate in Education Sciences from the National University of San Agustín (UNSA), Arequipa, Peru.

Master's Degree in Business Administration from the Catholic University of Santa María.

Master's Degree in Higher Education from the Catholic University of Santa María.

Bachelor's Degree in Art Education from the Carlos Baca Flor National School of Arequipa, Arequipa, Peru.

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