Abstract

VASQUEZ ARMAS, Elsa  and  SOTOMAYOR MOYANO, Miguel Angel. TECHNOLOGICAL SKILLS IN HIGHER EDUCATION STUDENTS: A SYSTEMATIC REVIEW OF RECENT LITERATURE. Aula Virtual [online]. 2025, vol.6, n.13, e601.  Epub Dec 27, 2025. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.17992792.

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.

Keywords : Technological competencies; higher education; systematic review; digital literacy.

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