How does socioeconomic level influence the self-perception of digital competence of secondary school students in Spain?

Abstract

In an increasingly digitalized world, it is crucial to understand the digital divide in education. This divide, derived from social inequalities in acquiring digital skills, prompts research into the development of Digital Competence (DC) and its determinants. This study investigates the influence of the socioeconomic variable on students' self-perception of DC in Secondary Education in Spain. A quantitative approach was used, with a survey design and a sample of 2411 students, using the Digitalis-ESO questionnaire. Through descriptive and comparative analysis, disparities in DC between socioeconomic levels were identified, as well as a significant relationship between socioeconomic level, DC and study cycle. The results show that, as socioeconomic status and cycle study increase, so does self-perceived DC, mainly in students of low and middle socio-economic status during lower-secondary school (ESO). This finding shows the vulnerability of students from low socioeconomic backgrounds, particularly in the first stage of lower-secondary and to a greater extent in the academic aspects of DC. Thus, there is evidence of a digital divide in secondary education, which places socio-economically disadvantaged students at a disadvantage in acquiring DC.