Digital competence and learning strategies in preschool teachers in Peru

Graciela Perez Moran^1*Rosas Amadeo Amaya Sauceda¹Wendy Arhuis Inca²Carla Cristina Tamayo Ly¹Berthila Maryuri Valverde Quispe¹

• ¹Catholic University Los Angeles of Chimbote, Chimbote, Peru
• ²Universidad Tecnológica del Perú, Lima, Peru

Background: Digital competence in education is fundamental for the development of various areas of knowledge, as well as for the effective application of learning strategies that promote adequate preparation in preschool education. Given the limited research available on these variables at this educational level, our objective was to evaluate the digital competence and learning strategies in the classroom of preschool teachers in the department of Ancash, Peru, during the year 2024. Methods: This study adopted a quantitative, descriptive, correlational, and cross-sectional approach. Three hundred fifty teachers from public and private educational institutions in rural and urban areas were asked to complete two standardized questionnaires. Results: To respond to the research objective, a linear regression analysis was applied. The findings show a significant positive association between digital competence and learning strategy (B=0.585, p<0.000). In addition, the digital competence (40%) and learning strategies (40.3%) of preschool teachers are medium. Conclusion: The study variables show a medium level, and a positive association was found between digital competence and learning strategies. It is suggested that digital literacy programs and the provision of technological equipment in educational institutions be implemented to optimize the teaching-learning process.