Methodologies supported by ICTs that enhance Reading and Writing Competencies in Universities in Colombia

Introduction: This study assesses how ICT-supported pedagogical activities impact literacy competencies in higher education, focusing on their potential to enhance educational quality in Colombia. Methodology: A mixed-methods descriptive design was implemented with 147 first-semester students from a university in Bogotá. Data collection included structured interviews, questionnaires, and diagnostic assessments (pre- and post-intervention), analyzing variables such as lexical mastery, textual comprehension, and inferential production. Results: Average test scores increased, demonstrating progress in active vocabulary expansion, the transition from literal to interpretive/propositional comprehension, and the development of skills to hierarchize ideas, analyze discourses, and formulate text-based hypotheses. Discussion: The findings align with prior research on ICT as a facilitator of complex cognitive processes in literacy. However, the limited sample from a single institutional context restricts the generalizability of results. Conclusion: Strategic ICT integration proved effective in advancing literacy competencies in higher education. Replicating the model across diverse settings is recommended, prioritizing teacher training in digital activity design and equitable access to technological resources.