Desafíos de la alfabetización digital y del aprendizaje-servicio con TIC: brechas por género y tipo de establecimiento en educación secundaria chilena durante la enseñanza remota

Abstract

This quantitative, descriptive, and cross-sectional study analyzes the manifestation of digital literacy and remote teaching among 417 secondary students in the regions of Valparaíso and Libertador General Bernardo O’Higgins, Chile. A 54-item instrument was applied, aligned with three dimensions of digital literacy (computer, information, and content creation) and remote teaching (study planning, impressions of computing classes, and impressions of remote classes). The instrument demonstrated adequate internal consistency (α total ≈ .89) and factorial validity (KMO ≈ .88 .89, for digital literacy and remote teaching respectively). One-way ANOVAs revealed differences by gender and school type: female students reported greater participation in remote classes, while students from private schools showed advantages in computer and information literacy compared to those from municipal and subsidized schools.

From the perspective of Service-Learning (S-L), understood as a pedagogical strategy that integrates digital competence development with community action and serves as a key driver for social justice and educational transformation, these findings provide an empirical basis for identifying areas of pedagogical and community intervention. They also inform curricular and educational policy decision-making and promote the design of S-L initiatives aimed at strengthening ICT competences and reducing digital inequalities in school contexts.