Didactic Strategy to Strengthen Digital Competencies in Intensive Education

Abstract

The digital divide in intensive adult education limits equitable access to meaningful learning. The objective was to design a didactic strategy to strengthen digital competencies in students of Intensive Higher Basic Education of the U.E. Albertina Rivas Medina. A mixed approach was used with a DigComp questionnaire (ω=0.81) applied before and after the intervention, to 18 students (30-60 years old) with insufficient or satisfactory digital proficiency, and focus groups. The strategy, based on the ADDIE model, integrated Blended Learning, PBL, gamification and collaborative learning. The results showed significant improvements in the five dimensions of the DigComp framework (p<0.001). It is concluded that the proposal was effective in enhancing digital skills, promoting autonomous learning and reducing the digital divide in intensive education contexts.