Impact of Digital Technologies on the Development of Environmental Competencies: A Quantitative Study in Educational Institutions
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Abstract
The integration of digital technologies in education systems has acquired strategic importance to strengthen teaching and learning processes, especially in the development of sustainability-oriented competencies. In this context, educational institutions face the challenge of incorporating technological resources that not only favor the acquisition of knowledge, but also promote skills, attitudes, and responsible behaviors in the face of environmental problems. Although the scientific literature reports benefits associated with the use of digital tools in environmental education, the results are still heterogeneous and show the need for studies that analyze the effect of different dimensions of digital technologies on environmental competencies through quantitative models. The objective of this study is to determine the impact of digital technologies on the development of environmental competencies of students in educational institutions. To this end, a quantitative approach with a non-experimental design, cross-sectional and correlational-explanatory scope is proposed. The research contemplates the application of a structured questionnaire to measure the dimensions of digital technologies – access to digital resources, frequency of use, digital competence and pedagogical integration – and environmental competences, made up of knowledge, attitudes, pro-environmental behaviours and environmental problem solving. The data will be analyzed using descriptive and inferential statistics, including reliability tests, Pearson correlation analysis and multiple linear regression to evaluate the effect of the independent variables on the dependent variable. The results are expected to show a positive and statistically significant relationship between the integration of digital technologies and the development of environmental competencies, identifying pedagogical integration and digital competence as the main predictive factors. These findings will contribute to strengthening scientific knowledge on educational digital transformation and provide evidence to guide the formulation of institutional strategies and educational policies aimed at promoting Education for Sustainable Development through the effective use of digital technologies.
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