Quantitative analysis shows a strong link between digital competencies and meaningful mathematical learning, suggesting improvements needed in education.
The study aimed to determine the relationship between students' digital competencies and meaningful mathematical learning within the context of virtual university education. A non-experimental design with a quantitative, cross-sectional approach was employed. The main findings reveal a strong positive correlation between digital competencies and meaningful mathematical learning among students ($r = 0.773$). Furthermore, it was observed that the majority of university students (59%) did not achieve meaningful mathematical learning under the virtual modality. This outcome is associated with various academic and attitudinal factors, highlighting the need to strengthen not only digital skills but also computational abilities that foster improved student development and performance.
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Saravia et al. (2025) studied this question.
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