Abstract

The objective of this study is to examine post-pandemic statistically significant differences in digital skills among university students in Chile. A self-report instrument is applied to a non-probabilistic convenience sample of 462 university students from the Maule region (Chile). An exploratory factor analysis (EFA) is applied and descriptive statistics measures of central tendency and reliability coefficients are calculated. Subsequently, statistically significant differences are examined according to university student characteristics. The results show differences in means according to the year and area of study. It is concluded that to contribute to both the professional and personal development of future graduates, educational policies that promote digital skills among university students should consider their social, economic, and demographic characteristics in order to guarantee sustainable, effective, meaningful, and permanent impacts. © (2024), (Centro de Informacion Tecnologica). All Rights Reserved.