Relationship between digital competencies and academic engagement in graduate students in the virtual modality: a systematic review of the literature

Abstract

INTRODUCTION. Currently, higher education has undergone remarkable transformations, surpassing conventional limitations and achieving significant progress by breaking down access barriers through virtual education. This accentuates the need to comprehend the relevance of competencies that students require to academically engage in their studies and effectively adapt to different environments. METHOD. The objective of this research is to analyze scientific production regarding the relationship between digital competencies and academic engagement in postgraduate students in virtual modality. A systematic literature review was conducted for the period between 2018 and 2023, following the PRISMA methodology, the inclusion and exclusion criteria were determined, and after their application, the result was the selection of 12 articles empirical research were selected from electronic databases such as Taylor & Francis Online, ScienceDirect, EBSCOhost, SageJournals, Springer Link, and Dimensions.AI. RESULTS. All analyzed articles are empirical, mostly originating from Asia and America. Seven categories emerged that are linked to digital competencies and academic engagement within virtual education. DISCUSSION. The positive impact of participatory learning in virtual education is emphasized, along with the ability to enrich students' academic profiles through sociodemographic factors and the influence of culture and student experience. A high level of confidence in learning and technology usage can deepen student academic engagement and facilitate the acquisition of digital skills and knowledge.