Year: 2026
Type: article
Study design: Observational Study
Abstract: The integration of digital technologies into open higher education presents challenges related to access and training that require context-specific assessments. This study aimed to identify the digital divide and training needs among faculty and students in the Accounting Program of the Open Education System at Universidad Veracruzana to guide the development of their digital competencies. An online questionnaire was administered to 60 students from the 2021–2024 cohorts, representing 15% of a population of 400, and 20 faculty members, accounting for one-third of the teaching staff. The results revealed a low-to-moderate level of digital competence, characterized by proficiency in basic activities and social media use, alongside limitations in using educational tools and performing tasks requiring reflection, critical thinking, and creativity. Additional findings included a lack of electronic devices among students, faculty difficulties integrating information and communication technologies into teaching, and deficiencies in infrastructure and training. The study concludes that tailored training programs, curricular integration of digital tools, and improved access to devices, connectivity, and educational resources are needed. Collaboration among educational institutions, technology companies, and government agencies is also proposed. The study contributes a context-specific assessment that brings together the access and training needs of both groups and provides evidence to inform curricular and technological decisions in open higher education.
Institution: Universidad Veracruzana
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7223228982