Factores Sociodemográficos del Analfabetismo Digital en el Ecuador

Abstract

This study addressed the problem of digital illiteracy in Ecuador, placing it within a context where technological transformation has generated marked differences among various population groups, especially in rural areas and sectors with educational and economic limitations. The purpose was to identify the factors that explain this gap and analyze how it affects the social, educational, and labor participation of those with less technological proficiency. To this end, recent literature was reviewed, and research evaluating digital skills in teachers, students, older adults, and rural communities was analyzed, considering indicators of access, training, perception, and use of technologies. The results showed that lack of connectivity, level of education, economic conditions, age, and ethnicity emerge as determining factors, while technological training generates significant improvements when it is continuous and contextualized. The discussion revealed that these deficiencies reproduce social inequalities and limit the use of digital opportunities, although it also shows that technological literacy contributes to inclusion and community empowerment. In conclusion, the analysis made it possible to identify the critical factors that sustain digital illiteracy and to highlight the need for policies and training programs that promote equitable participation in the digital society.