Digital tools and scientific competencies: A predictive model using PLS-SEM
DOI:
https://doi.org/10.5281/zenodo.23608222Keywords:
digital competence, research, educational technologyAbstract
The objective of this study was to analyze the effects of digital tools on the development of scientific competencies among students in regular basic education. A quantitative, basic research approach with a causal-correlational design was adopted. The sample, selected through convenience sampling, consisted of 484 teachers from East Lima. Data analysis was conducted using partial least squares structural equation modeling (PLS-SEM). The results indicated that the formative variables—technological access and proficiency, pedagogical integration and innovation, and digital collaboration—accounted for 56.6% of the use of digital tools. Among these, digital collaboration showed the highest correlation (β = 0.351; p < 0.05). Furthermore, it was observed that the use of digital tools, as well as inquiry and experimentation, were related to teaching competencies (β = −0.043; p < 0.05), which acted as moderating variables. Notably, there was a substantial relationship between the use of digital tools and inquiry and experimentation (β = 0.724; p < 0.05), which was enhanced by teaching competencies (β = 0.206; p < 0.05). The predictive model demonstrated acceptable fit indices (SRMR = 0.059; NFI = 0.777), supporting its validity. Consequently, it is recommended to strengthen technological access and proficiency, pedagogical integration and innovation, and digital collaboration, prioritizing initiatives that enhance the use of digital tools in the development of scientific competencies.
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