<?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>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000402636</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i39.1075</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Alfabetización digital en educación inicial en la etapa de post pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital literacy in initial education in the post-pandemic stage digital literacy]]></article-title>
<article-title xml:lang="pt"><![CDATA[Alfabetização digital na educação inicial na fase pós-pandemia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vásquez-Vilela]]></surname>
<given-names><![CDATA[Roxana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina-Arbi]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz-Montero]]></surname>
<given-names><![CDATA[Juana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montañez Huancaya]]></surname>
<given-names><![CDATA[Aquila Priscila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ledesma-Pérez]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>39</numero>
<fpage>2636</fpage>
<lpage>2649</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000402636&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000402636&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000402636&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La alfabetización digital implica el uso de formatos digitales, trabajo colaborativo, y uso de herramientas virtuales, las que se masificaron durante el confinamiento por Covid 19. El objetivo de esta investigación fue analizar la alfabetización digital en Educación Inicial en la etapa de post pandemia; Se utilizó un enfoque cualitativo, con un diseño fenomenológico, se utilizó la técnica de entrevista cuyo instrumento fue la guía de entrevista. El procesamiento de contenido se realizó a través del programa Atlas.ti.9. Los resultados mostraron que la alfabetización digital favorece los procesos de aprendizaje en todas las áreas curriculares, se concluyó que se favorecen: la autonomía en las plataformas; el aprendizaje progresivo; revalorización del docente, acompañamiento en horario extraescolar; los progenitores facilitaron las condiciones materiales para el aprendizaje; el cambio de medios educativos afectó el bienestar y la salud de los actores de la educación en el área emocional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Digital literacy involves the use of digital formats, collaborative work, and the use of virtual tools, which became widespread during the Covid 19 confinement. The objective of this research was to analyze digital literacy in early childhood education in the post-pandemic stage; a qualitative approach was used, with a phenomenological design, using the interview technique whose instrument was the interview guide. The content processing was carried out through the Atlas.ti.9 program. The results showed that digital literacy favors learning processes in all curricular areas, it was concluded that the following are favored: autonomy in the platforms; progressive learning; revaluation of the teacher, accompaniment after school hours; parents facilitated the material conditions for learning; the change of educational media affected the well-being and health of the actors of education in the emotional area.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A literacia digital envolve o uso de formatos digitais, o trabalho colaborativo e o uso de ferramentas virtuais, que se generalizaram durante o confinamento da Covid 19. O objetivo desta investigação foi analisar a literacia digital na educação de infância na fase pós-pandemia; foi utilizada uma abordagem qualitativa, com um desenho fenomenológico, recorrendo à técnica da entrevista, cujo instrumento foi o guião de entrevista. O tratamento do conteúdo foi realizado por meio do programa Atlas.ti.9. Os resultados mostraram que a literacia digital favorece os processos de aprendizagem em todas as áreas curriculares, concluiu-se que favorece: a autonomia nas plataformas; a aprendizagem progressiva; a revalorização do professor, o acompanhamento após o horário escolar; os pais facilitaram as condições materiais para a aprendizagem; a mudança de suportes educativos afectou o bem-estar e a saúde dos actores da educação na área emocional.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación inicial]]></kwd>
<kwd lng="es"><![CDATA[Post pandemia]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización computacional]]></kwd>
<kwd lng="es"><![CDATA[Alfabetización informacional]]></kwd>
<kwd lng="en"><![CDATA[Initial education]]></kwd>
<kwd lng="en"><![CDATA[Post pandemic]]></kwd>
<kwd lng="en"><![CDATA[Digital literacy]]></kwd>
<kwd lng="en"><![CDATA[Computer literacy]]></kwd>
<kwd lng="en"><![CDATA[Information literacy]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial]]></kwd>
<kwd lng="pt"><![CDATA[Pós-pandemia]]></kwd>
<kwd lng="pt"><![CDATA[Literacia digital]]></kwd>
<kwd lng="pt"><![CDATA[Literacia informática]]></kwd>
<kwd lng="pt"><![CDATA[Literacia da informação]]></kwd>
</kwd-group>
</article-meta>
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