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Contemporary higher education must prepare students for a digital world by equipping them with both technical and critical competencies. In this context, self-confidence is key, as believing in oneself facilitates the acquisition and use of digital tools. This research aims to examine the role of self-confidence as a predictor of digital competency development among university students in Peru. A mixed-approach was employed, utilizing predictive calculations on one hand, alongside quantitative data collection and analysis through interviews. The sample consisted of 213 postgraduate students from various regions of Peru, along with 20 university professors at the postgraduate level. The study's findings confirm that self-confidence is a significant predictor of the development of digital skills in Peruvian university students. A moderate positive correlation (r = 0.484, p < 0.001) was identified between the two variables, indicating that students with higher levels of self-confidence are more likely to develop advanced digital skills. These results are further reinforced by qualitative analysis, as the digitalization of education cannot be contemplated with students who lack digital skills. [ABSTRACT FROM AUTHOR]

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this study is to examine the correlation between digital skills and their correlation with digital citizenship among students enrolled at a university in Peru. The research was carried out using a sample of 906 participants, encompassing individuals of various genders, with ages spanning from 17 to 54 years. The methodology of choice aligns with a non-experimental, cross-sectional, descriptive-explanatory design. The findings of this study indicate that the development of participation skills, whether in traditional face-to-face settings or in online digital platforms, significantly influences the formation of digital citizenship. The aforementioned observation holds considerable ramifications for the field of digital skills education, underscoring the imperative to prioritize and actively advocate for the development of participation skills in the context of the digital age. The importance of digital skills in our contemporary society is widely acknowledged. However, the connection between digital skills and digital citizenship is intricate and complex. [ABSTRACT FROM AUTHOR]

The era of globalization and information and knowledge in which we find ourselves requires Higher Education to develop English-speaking proficiency in its students to adequately respond to academic and occupational challenges, taking advantage of the virtues of the variety of resources offered by technology. YouGlish is an online oral dictionary whose features can be leveraged for the development of Englishspeaking proficiency. This study aims to determine the impact of using YouGlish on English speaking proficiency in its subskills of fluency, grammatical appropriateness, pronunciation, communicative interaction, and vocabulary. The research was of quasi-experimental design and was carried out with a sample of 38 students, 19 students in the Control Group and 19 students in the Experimental Group, from a national university in Peru. For data collection, a pre-test and a post-test were applied concerning English-speaking proficiency, and a perception questionnaire on the use of YouGlish was also used. The arithmetic mean indicates that there was an improvement of 45.26 points using YouGlish when comparing the input and output tests. Thus, concluding with an increase in English-speaking proficiency among university students. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)