Influence of socio-familial variables on digital competence in communication and collaboration

Information and Communication Technologies (ICT) are used in all sectors, including education, and basic competences, such as digital competence, should be developed at school. It is very important to understand the influence that different social variables can have on the acquisition of digital competence in order to implement effective educational policies that integrate ICT in educational systems and promote its advancement. This article presents a non-experimental study that aims to evaluate the digital competence of students in compulsory education and to identify the impact of different social variables. A cross-sectional descriptive research was designed using a quantitative methodology. We worked with a sample of 807 students, and a problem-solving test was used for data collection. The results show an average level of digital knowledge and skills influenced by family economics and cultural backgrounds, as well as the students' access to digital devices within their homes. This situation should be a cause for reflection in educational centres, in order to implement curricular programs that strengthen this type of skill.