Digital Competencies and Artificial Intelligence in Peruvian Primary Education

Sanchez-Murga L.; Hernandez-Cabrera M.; Huaranca-Guzman D.; Villarreal-Romero Y.; Gonzales-Macavilca M. · Lecture Notes in Networks and Systems (2026) · DOI: 10.1007/978-3-032-20729-6_17

Resumen

The present study aims to ascertain the correlation between digital competencies and the utilization of artificial intelligence in students from the fourth cycle of primary education in public schools in Comas, Lima (Peru). Digital competencies, encompassing technological, communicative, information management, and multimedia literacy skills, are imperative in contemporary educational settings. The integration of artificial intelligence further enhances the efficacy and personalization of learning processes. Therefore, a quantitative and correlational methodology was employed, with a non-experimental and cross-sectional design. A sample of 380 students (52.4% male and 47.6% female) was selected from a total population of 63,097 for analysis. The primary objective of this study was to determine how these interrelated skills enhance learning and promote the effective use of educational technologies. The findings revealed a moderate positive correlation between digital competencies and artificial intelligence (rho = 0.550, p < 0.001), indicating that the development of these competencies facilitates effective interaction with AI-based tools. These findings underscore the need to strengthen digital literacy and advocate for pedagogical approaches that seamlessly integrate artificial intelligence as a pivotal tool to enhance learning outcomes in primary students. This advocacy fosters a critical and autonomous approach to technology utilization, empowering students to become proactive participants in their own education. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.

Instituciones: Universidad de Ciencias y Humanidades