Impact of Mobile Device Use on the Development of Digital Skills in University Students

Abstract

Introduction: Technology has transformed education, but the use of mobile devices is not always oriented toward learning. Materials and methods: Using a mixed approach (quantitative and qualitative) with a descriptive-correlational scope, a Likert-type questionnaire was applied to 30 students and semi-structured interviews were conducted with 8 participants (5 teachers and 3 students) from the Pedagogy of National and Foreign Languages program at UNESUM during the PII-2025 academic period. Results: Cronbach's alpha was 0.959 (excellent). More than 70% of students accept the academic use of mobile devices. A positive and significant correlation (r = 0.68; p < 0.05) was found between mobile device use and the development of digital skills. Students highlighted the usefulness in searching and managing information, while teachers emphasized the need for pedagogical regulation. Discussion: The findings align with previous studies indicating the potential of mobile learning but warn that positive impact depends on teacher mediation and responsible use. There is a divergence between teachers' perception (technical training) and students' perception (everyday learning). Conclusions: The use of mobile devices has a positive and significant impact on the development of digital skills, but its effectiveness requires clear pedagogical strategies, continuous teacher training, and institutional regulations. A minority group with low technological integration was identified, suggesting the need to implement inclusive measures.