Digital tools and meaningful learning in Peruvian higher technological education

Pfuño-Ramos E.; Arce-Huamani M.A. · Frontiers in Education (2026) · DOI: 10.3389/feduc.2026.1924552

Resumen

Background – Digital tools are increasingly integrated into higher education, yet evidence from Peruvian higher technological education remains limited. Methods – We conducted an observational, analytical, cross-sectional study among 153 students from a public technological higher education institute in Callao, Peru. Data were collected in March–April 2025 using simple random sampling. Digital tools were assessed using an overall score and three domains: asynchronous interactive tools, synchronous interactive tools, and didactic resources. Meaningful learning was analyzed as a continuous score. Spearman correlations and linear regression models with HC3 robust standard errors were used. Multivariable models were adjusted a priori for sex and age group. Results – Median digital tools and meaningful learning scores were 94 (IQR: 85–103) and 85 (IQR: 75–96), respectively. Overall digital tools use correlated with meaningful learning (ρ=0.54; p < 0.001) and remained associated after adjustment (aβ=0.52; 95% CI: 0.41–0.64). Synchronous interactive tools showed the strongest independent association (aβ=0.81; 95% CI: 0.50–1.11), followed by didactic resources (aβ=0.46; 95% CI: 0.18–0.75). The association for asynchronous tools was attenuated after adjustment (aβ=0.21; 95% CI: −0.12 to 0.55; p = 0.213). Conclusion – Greater digital tool use was associated with higher meaningful learning scores. Synchronous tools and didactic resources showed independent associations, whereas asynchronous tools did not retain an adjusted association. Longitudinal multicenter studies are needed to confirm these findings.

Instituciones: Universidad Privada Norbert Wiener