Use of the internet in the learning of upper basic education students at the Miguel de Letamendi Educational Unit

Abstract

Introduction: This research analyzes internet use in the learning of upper elementary school students at the Miguel de Letamendi Educational Unit. The central problem is that, despite widespread internet access, students predominantly use it for recreational purposes, thus failing to take advantage of its educational potential. Materials and methods: The study employed a quantitative, field, and bibliographic approach, with an analytical-deductive method. The population consisted of 67 people (31 students, 31 parents, and 5 teachers), selected through non-probability purposive sampling. Surveys were administered to collect data on access, use, parental supervision, and teacher barriers to internet integration. Results: The findings reveal that, while 90.32% of students have internet access, 58.06% use it primarily for entertainment, with social media being the most frequently used platform (67.74%). Time spent on academic activities is moderate (1-4 hours for 96.77%), while recreational use is considerable, with 19.35% exceeding 6 hours daily. Discussion: The results confirm that access does not guarantee effective educational use, coinciding with previous studies that point to the primacy of leisure in adolescent digital practices. Infrastructural and teacher training limitations, along with intermittent parental supervision, hinder the pedagogical integration of the Internet. Conclusions: It is concluded that there is an underutilization of the Internet for learning, driven by structural, pedagogical, and family support factors. It is recommended to promote institutional strategies that include teacher training, infrastructure strengthening, promotion of digital skills, and more conscious family support to reorient Internet use toward educational purposes.