DIGITAL LITERACY AS A SUPPORT FOR TELEWORK FOR UNIVERSITY TEACHERS: TOWARDS AN INCLUSIVE SOCIETY

Digital literacy allows the university teacher to reduce the digital gap and be a candidate for telework, an action that is required in accordance with the social situation, when this occurs, the interaction of young professionals and adults is perceived in virtual platforms within the framework of a certain subject. The methodology used focused on the positivist paradigm, quantitative approach, descriptive type, deductive method, non-experimental design, and transectional cut. The questionnaire was applied to 185 university teachers, who from their perception, stated that digital literacy consolidates the bases for the recognition of an inclusive society, for the benefit of the teaching-learning process with the student.