Resumen

ROGGERO CALDAS, Guillermo Jose. Pedagogical Digital Divide between Secondary and University Public Education in Peru: Comparative Analysis. Tribunal [online]. 2025, vol.5, n.13, pp.179-191.  Epub 02-Oct-2025. ISSN 2959-6513.  https://doi.org/10.59659/revistatribunal.v5i13.263.

Integration of digital tools in public education varies significantly between educational levels in developing countries. Objective: To analyze and compare factors associated with effective integration of digital tools between secondary and university students in the Peruvian public system. Methods: Cross-sectional quantitative study with 452 students (268 secondary, 184 university). A validated questionnaire measuring digital competence, frequency of use, perception of pedagogical efficacy, infrastructure access, and teacher training quality was administered. Analysis using Student’s t-tests, Chi-square, Pearson correlations, and multiple linear regression. Results: University students reported significantly higher levels of digital competence (p<.001) and perception of pedagogical efficacy (p<.001). For secondary students, infrastructure access was the strongest predictor (β=0.45, p<.001), while for university students it was teacher training quality (β=0.38, p<.001). Conclusion: A pedagogical digital divide exists requiring differentiated policies: infrastructure in secondary education and advanced pedagogical training in university.

Palabras clave : Digital divide; Educational technology; Secondary education; Higher education; Peru; Technological integration.

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