Digital literacy has become a crucial competency for 21st-century students, especially following the rapid digital transformation triggered by the COVID-19 pandemic. This study analyzed factors associated with digital literacy levels among upper secondary students in southern Tamaulipas and surrounding areas, considering age, gender, and academic performance. A quantitative, cross-sectional, and correlational-analytical design was used, with a stratified sample of 581 students. A 30-item Likert scale based on the DigComp 2.2 framework (α = 0.91) measured overall digital competencies. Results revealed generally high digital literacy levels, with no significant differences by gender or age. However, a significant positive correlation emerged between academic performance and digital literacy (r = 0.140, p = 0.007). These findings highlight the need to strengthen digital integration in upper secondary education and ensure equitable access to technology. Practical implications include the prioritization of digital competence as a curricular objective, especially in regions with unequal access. Schools should implement differentiated instruction, modern digital resources, and sustained teacher training. Since digital skills relate to academic performance, their integration should support critical thinking, autonomous learning, and collaboration. Addressing the digital divide through strategic investment is essential to preparing all students for success in an increasingly digital educational and professional landscape.
Casados et al. (2025) studied this question.