<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982025000102123</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.17992792</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[COMPETENCIAS TECNOLÓGICAS EN ESTUDIANTES DE EDUCACIÓN SUPERIOR: UNA REVISIÓN SISTEMÁTICA DE LA LITERATURA RECIENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[TECHNOLOGICAL SKILLS IN HIGHER EDUCATION STUDENTS: A SYSTEMATIC REVIEW OF RECENT LITERATURE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez Armas]]></surname>
<given-names><![CDATA[Elsa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sotomayor Moyano]]></surname>
<given-names><![CDATA[Miguel Angel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,sotomayormiguel999@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>6</volume>
<numero>13</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982025000102123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982025000102123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982025000102123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio tuvo como objetivo sintetizar la evidencia reciente sobre las competencias tecnológicas en estudiantes de educación superior, describir metodologías y contextos investigados, identificar los tipos de competencias abordadas y examinar sus efectos en el aprendizaje. Se desarrolló bajo enfoque cualitativo con diseño de revisión sistemática guiado por PRISMA 2020. La búsqueda se realizó exclusivamente en Scopus (2020-2025), aplicando criterios de inclusión/exclusión y trazabilidad ética. Del proceso se registraron 115 documentos identificados, 48 examinados, 20 evaluados a texto completo y 15 incluidos en la revisión. Los resultados mostraron heterogeneidad metodológica (diseños mixtos, cuantitativos y cualitativos) y una evolución de la competencia digital desde lo instrumental hacia dimensiones cognitivas, éticas y pedagógicas. Predominaron marcos como DigComp 2.2 y líneas sobre alfabetización digital, IA y tecnologías 4.0, vinculadas con aprendizaje autónomo, pensamiento crítico, empleabilidad y bienestar. También se identificaron brechas de conectividad y riesgo de dependencia tecnológica, que exigieron acompañamiento pedagógico y formación ética. Se concluyó que las competencias tecnológicas constituyeron un eje formativo transversal; se recomendó diagnóstico periódico, alineación curricular con marcos internacionales y experiencias auténticas con IA, garantizando equidad y ética en su implementación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study aimed to synthesize recent evidence on technological competencies in higher education students, describe the methodologies and contexts investigated, identify the types of competencies addressed, and examine their effects on learning. It was conducted using a qualitative approach with a systematic review design guided by PRISMA 2020. The search was performed exclusively in Scopus (2020-2025), applying inclusion/exclusion criteria and ethical traceability. The process yielded 115 identified documents, 48 examined, 20 evaluated in full text, and 15 included in the review. The results showed methodological heterogeneity (mixed, quantitative, and qualitative designs) and an evolution of digital competence from instrumental to cognitive, ethical, and pedagogical dimensions. Frameworks such as DigComp 2.2 and lines of research on digital literacy, AI, and Industry 4.0 technologies, linked to autonomous learning, critical thinking, employability, and well-being, predominated. Connectivity gaps and the risk of technological dependence were also identified, requiring pedagogical support and ethical training. It was concluded that technological competencies constituted a cross-cutting educational axis; periodic assessments, curricular alignment with international frameworks, and authentic experiences with AI were recommended, ensuring equity and ethics in their implementation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias tecnológicas]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[revisión sistemática]]></kwd>
<kwd lng="es"><![CDATA[alfabetización digital]]></kwd>
<kwd lng="en"><![CDATA[Technological competencies]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[systematic review]]></kwd>
<kwd lng="en"><![CDATA[digital literacy]]></kwd>
</kwd-group>
</article-meta>
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