[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-601261-en":59,"doc-seo-601261-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":79},601261,962090893776,"LangkahRina","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Digital competences for smart learning during COVID-19 in higher education students from Spain and Latin America","Networked society prior to the pandemic became a technology-enabled context for learning and teaching, while COVID-19 shifted learning to be mediated through connected smart devices. This descriptive, comparative study analyzes digital competences in three areas—use, learning, and critical thinking—across five subareas: information management, communication, content creation, safety, and problem solving, using a non-experimental quantitative methodology with higher-education students from Spain, Colombia, Ecuador, and Mexico (N=926). Results highlight cross-country differences supporting improvements in formal education and future lifelong learning digital skills.","Digital competences for smart learning during COVID-19 in higher education students from Spain and Latin America  \nAna Pérez-Escoda  \naperezes@nebrija.es  \nUniversity Antonio de Nebrija, Spain  \nFrancisco Javier Lena-Acebo  \n[franciscojavier.lena@unican.es](franciscojavier.lena@unican.es)  \nUniversity of Cantabria, Spain  \nRosa García-Ruiz  \n[rosa.garcia.unican@gmail.com](rosa.garcia.unican@gmail.com)  \nUniversity of Cantabria, Spain  \nAbstract  \nNetworked society before pandemic situation had become the context of a technologysupported environment for learning and teaching. Since COVID-19 pandemic occurred learning happened essentially mediated through connected smart devices that demand digital skills and reinforced Smart learning. This study aims to present a descriptive and comparative analysis focusing on digital competences in three different areas: Use, Learning and Critical thinking, justified in a global situation of intensive use of technology. Each area was analyzed considering the five subareas of digital competence: information management, communication, content creation, safety and problem solving. The study was designed under a non-experimental quantitative methodology in which higher education students from Spain, Colombia, Ecuador, and Mexico participated (N=926) . Results show significant differences among countries that could help to improve not only formal education in Higher Education, but the digital skills needed for lifelong learning among  \ncitizenship in next future conditioned by recent global situation of pandemic.  \nKeywords  \nDigital competences; Smart education; Higher education; Learning; COVID-19; pandemic.  \nA.Pérez Escoda, F.J.Lena-Acebo & R.García-Ruiz  \nDigital Education Review-Number 40, December 2021- 122  \nI. Introduction  \nEnvisioned by Marshall McLuhan in the mid-20th century with his global village as a future perspective, the present Society of Knowledge greatly surpasses the expectations of a connected and participative world, compelled towards an unprecedented technological determinism (Ihlebæk, 2018) . Together with this phenomenon, the digital transformation of the infrastructures clearly found in two areas: 1) network connections that are becoming more potent (5G, IoT, 4.0 Industry, smart cities, IA etc.) and more influential sources in our society, merging democracy and digitalization through IA development (Pedrero-Esteban & Pérez-Escoda, 2021) and 2) intelligent devices that are becoming more advanced: smartphones and wearables (Tripathi & Ahad, 2019) has been propelled by recent COVID-19 crisis. The network becomes the epicenter of the interaction and the functionalist paradigm of linear communication, organized into a hierarchy, and predetermined by a broadcaster and a receiver, has been transformed into an open, interconnected, decentralized, dynamic and flexible scheme (Buckingham, 2020) . This change of communication scheme is re-informed and amplified by the effect of pandemic situation all around the world which provided education with a new and radical focus (Marinoni, Land and Jensen, 2020; Crawford et al., 2020) but with new challenges regarding fake news and disinformation, related with digital competences (Pérez-Escoda & Pedrero-Esteban, 2021) . Recent facts have transformed the nature of the ruling paradigms, changing the roles of institutions, moreover the educational ones. As stated by OECD (2020), Covid-19 has accelerated our reliance on digital tools as enablers to continue learning while schools and universities has remained closed.  \na. Born digital, nurture connected and obliged by the pandemic  \nAs a product of the change in context, we find a juncture which deserves a more in-depth reflection: the exposure of the generations born after the year 2000 to technology in an unprecedent situation where stay connected seems to be the only option. This population have been sociologically conceptualized under different names: digital natives, digital generation, ","cbCaikDZBR8SEHyo","https://ap.wps.com/l/cbCaikDZBR8SEHyo","pdf",395521,"English","en",105,"# Abstract\n# I. Introduction\n## Born digital, nurture connected and obliged by the pandemic\n## Digital competence and smart learning","[{\"question\":\"What is the purpose of the study on digital competences?\",\"answer\":\"The study presents a descriptive and comparative analysis of digital competences in higher education students, focusing on use, learning, and critical thinking during COVID-19.\"},{\"question\":\"How are digital competences operationalized in the research?\",\"answer\":\"The research analyzes three main areas—use, learning, and critical thinking—through five subareas: information management, communication, content creation, safety, and problem solving.\"},{\"question\":\"What methodology and sample size were used?\",\"answer\":\"A non-experimental quantitative methodology was used, with higher education students from Spain, Colombia, Ecuador, and Mexico participating (N=926).\"},{\"question\":\"What do the results indicate across countries?\",\"answer\":\"Significant differences among countries are reported, suggesting ways to improve higher education and the digital skills needed for lifelong learning in the post-pandemic future.\"}]","Digital competences for smart learning during COVID-19 in higher education students from Spain and Latin America | PDF",1792092283,48,{"code":4,"msg":81,"data":82},"ok",{"site_id":74,"language":73,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":143,"head_meta":145,"extra_data":147,"updated_unix":148},"digital-competences-for-smart-learning-during-covid-19-in-higher-education-students-from-spain-and-latin-america","",{"@graph":86,"@context":142},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/digital-competences-for-smart-learning-during-covid-19-in-higher-education-students-from-spain-and-latin-america/601261/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":73,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/digital-competences-for-smart-learning-during-covid-19-in-higher-education-students-from-spain-and-latin-america/601261.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":52},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134,138],{"name":125,"@type":126,"acceptedAnswer":127},"What is the purpose of the study on digital competences?","Question",{"text":128,"@type":129},"The study presents a descriptive and comparative analysis of digital competences in higher education students, focusing on use, learning, and critical thinking during COVID-19.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How are digital competences operationalized in the research?",{"text":133,"@type":129},"The research analyzes three main areas—use, learning, and critical thinking—through five subareas: information management, communication, content creation, safety, and problem solving.",{"name":135,"@type":126,"acceptedAnswer":136},"What methodology and sample size were used?",{"text":137,"@type":129},"A non-experimental quantitative methodology was used, with higher education students from Spain, Colombia, Ecuador, and Mexico participating (N=926).",{"name":139,"@type":126,"acceptedAnswer":140},"What do the results indicate across countries?",{"text":141,"@type":129},"Significant differences among countries are reported, suggesting ways to improve higher education and the digital skills needed for lifelong learning in the post-pandemic future.","https://schema.org",{"og:url":100,"og:type":144,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":146,"canonical":100},"index,follow",{"doc_id":61,"site_id":74},1792166871]