Socio-Communicative Needs and Digital Competence in Women with Basic Education
An Exploratory Study
Bibliographic Data
| ID | 22048782 |
|---|---|
| Authors | Rebeca Soler-Costa (0000-0003-2033-9792, Universidad de Zaragoza), Slawomir Schultis (0000-0002-0258-2580, Rzeszów University), Carmen Rodríguez Jiménez (0000-0001-8623-8316, Universidad Nacional de Educación a Distancia, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 5 |
| Pages | 671 |
| Publication date | 2026-04-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16050671 |
| OpenAlex | W7155217752 |
| Language | EN |
| References cited | 10 |
This study explores the barriers that hinder the acquisition of digital skills in women with basic education, as well as their relationship with socio-communicative needs in contexts of exclusion. A validated questionnaire (α = 0.970), based on the DigCompEdu framework, was applied to a sample of 575 women in Granada (Spain). Using non-parametric analyses (Kruskal–Wallis test), significant differences were identified according to variables such as age, educational level, employment status and income. The results reveal that older women, women with low incomes, lower educational levels and unemployed women have greater difficulties in accessing, searching for information, creating content, and solving problems with ICT. However, a positive attitude towards technology was observed in all profiles, which constitutes an opportunity for intervention. It is concluded that the digital divide in women with basic training is conditioned by structural factors that generate specific socio-communicative needs. We propose the implementation of training policies with an intersectional and gender focus that favor digital equity and the active inclusion of these women in the digital society
Digital divide · Exploratory research · Focus group · Digital literacy in education · Gender and Technology in Education · Technology Use by Older Adults
| Highly cited | No |
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