Digital knowledge and higher education. Curricular challenges for the inclusion of ICT in teaching-learning processes

This paper analyzes the role of technology and some communicative artifacts in the university school context. It is what has recently been called digital knowledge and that is related to the capabilities of subjects to administer, manage, and use digital devices and narratives in academic and professional matters. Thus, the findings of an empirical research conducted at a Mexican university are presented; the sample is simple random probabilistic and is made up of 346 subjects divided by area of knowledge, since we worked with the hypothesis that the area of study affects such knowledge. For the analysis, a factorial exploratory KMO and a Bartlett sphericity test were performed; the findings account for the partial incidence of the variable area of knowledge in some of the dimensions analyzed.