International Journal of Evaluation and Research in Education (IJERE)

Vol. 14, No. 5, October 2025, pp. 4019~4028

ISSN: 2252-8822, DOI: 10.11591/ijere.v14i5.32702  4019

Research skills and digital competence in Huancavelica students

during COVID-19

Daker Riveros-Anccasi1, Lizeth Karina Riveros-Terrazo2, Ubaldo Cayllahua-Yarasca1,

Charapaqui Anccasi-Juan3, Angel Epifanio Rojas-Quispe1, Christian Luis Torres-Acevedo1,
Carlos Laurente-Chahuayo1
1
Faculty of Social Sciences, Universidad Nacional de Huancavelica (UNH), Huancavelica, Peru
2
Department of Management and Productivity, Universidad del Pacìfico, Lima, Peru
3
Department of Environment and Sustainable Development, Universidad Nacional San Cristóbal de Huamanga, Ayacucho, Peru

Article Info ABSTRACT

Article history: This study addresses the challenge of developing research skills among
teacher training students at the National University of Huancavelica during
Received Sep 5, 2024 the COVID-19 pandemic, focusing on the role of digital competencies.
Revised Jun 21, 2025 Using a quantitative, descriptive correlational design, data were collected
Accepted Jul 16, 2025 from 180 students across four professional education programs in the VII
and IX cycles. Two questionnaires, comprising 40 and 45 questions
respectively, assessed digital competencies and research skills. The data,
Keywords: analyzed using SPSS (version 25) with a 5% margin of error, revealed a
strong positive correlation (Rho=0.808) between digital competencies and
COVID-19 research skills. Students with higher digital literacy, particularly in
Digital competencies information and data literacy and communication and collaboration,
Quantitative analysis demonstrated better proficiency in research tasks such as designing
Research skills methodologies, data analysis, and presenting findings. The study emphasizes
Teacher education the importance of integrating digital skills into teacher education to enhance
research capabilities, especially in post-pandemic educational contexts.
Notably, 60% of students with “excellent” digital competency levels
achieved “excellent” research skills, compared to only 10% with “good”
competencies. These findings underscore the need to prioritize digital
literacy in teacher education programs to support the development of
essential research skills.
This is an open access article under the CC BY-SA license.

Corresponding Author:
Daker Riveros-Anccasi
Faculty of Social Sciences, Universidad Nacional de Huancavelica (UNH)
Avenida Agricultura 319-321, Paturpampa 09001, Huancavelica, Peru
Email: [email protected]

1. INTRODUCTION
The COVID-19 pandemic has dramatically altered traditional educational models, necessitating a
shift to digital learning environments across the globe [1]. In this evolving landscape, the development of
digital competencies has become increasingly critical, particularly for students in higher education [2].
Digital competencies encompass a wide range of skills, including the ability to effectively navigate, evaluate,
and utilize digital tools, which are essential not only for academic success but also for professional growth
[3]. For teacher education students, the acquisition of digital competencies is vital, as these skills directly
influence their ability to engage with research processes and prepare for their future roles as educators [4].
This study examines teacher training students at the National University of Huancavelica, investigating the
relationship between digital competencies and research skill development during the pandemic. With the

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abrupt transition to online education, the research aims to highlight how digital literacy influences students’
ability to conduct research, a critical component of their professional preparation [5]. The integration of
digital tools into the research process, including data collection, analysis, and presentation, has become
increasingly important for students aiming to succeed in this new academic environment. Moreover, research
competencies, which are essential for teachers’ evidence-based practices, can be significantly enhanced by
developing digital literacy [6]. This study addresses a pivotal question: To what extent do digital
competencies impact the research skills of teacher training students?
By exploring this relationship, the research seeks to identify both areas of excellence and
opportunities for improvement in integrating digital skills into teacher education programs [7]. As higher
education continues to adapt to the challenges posed by the pandemic, the importance of fostering both
digital literacy and research skills in teacher training programs cannot be overstated [8]. Through this
investigation, this study aims to contribute to the growing body of literature on digital competencies in
education, shedding light on their role in shaping the future of teacher education [9].
Digital competencies refer to the skills and knowledge needed to use digital technologies
effectively, which include information management, communication, collaboration, and problem-solving
[10]. These competencies are increasingly critical for students in higher education, particularly in research,
where digital tools have become integral for data collection, analysis, and dissemination [11]. The
COVID-19 pandemic has further amplified the need for digital literacy as universities have transitioned to
online learning environments, necessitating new skills for navigating academic tasks remotely [12]. Research
has consistently linked digital competencies with improved academic performance, especially in research
contexts. For instance, Ahmed and Roche [13] demonstrated that students with strong digital literacy are
better equipped to access, evaluate, and synthesize information, leading to enhanced critical thinking and
problem-solving abilities. These skills are crucial for conducting high-quality research, and in the pandemic
era, they have proven essential for adapting to online learning. Amhag et al. [12] noted that students with
high digital literacy adapted more readily to online environments and performed better in research tasks. This
is particularly relevant for teacher education programs, where future educators must not only acquire
theoretical knowledge but also develop practical research skills that will inform their teaching practices [14].
Studies focusing on teacher education during the pandemic have emphasized the importance of
integrating digital competencies into teacher training programs. For example, Almulla et al. [15] found that
students who received instruction in digital tools were more proficient in designing research methodologies
and analyzing data, essential components of effective research. This study builds on existing literature by
examining the relationship between digital competencies and research skills among teacher training students
at the National University of Huancavelica during the COVID-19 pandemic. By doing so, it contributes to a
broader understanding of how digital literacy influences academic success and professional development in
teacher education [16], [17]. Digital competencies also enhance students’ adaptability to new technologies
and foster collaborative learning, which has become vital in the context of remote education [18], [19].
Research shows that when students are well-versed in digital tools, they are better prepared for the challenges
of modern education, including the demands of online research [20], [21]. The present study seeks to explore
how these competencies influence teacher education students’ ability to conduct academic research in an
increasingly digitalized environment [22].

2. METHOD
2.1. Research design
This study adopted a quantitative research approach, specifically utilizing a descriptive correlational
design to investigate the relationship between digital competencies and the development of research skills
among teacher training students at the National University of Huancavelica. The descriptive component
aimed to evaluate the current levels of digital competencies and research skills, while the correlational
analysis sought to determine the strength and direction of the relationship between these two variables.

2.2. Population and sample

The study’s population consisted of teacher training students enrolled in the VII and IX cycles of
four distinct professional education programs at the National University of Huancavelica. A stratified random
sampling technique was used to ensure proportional representation from each cycle and program. The final
sample comprised 180 students, representing approximately 20% of the total population, with equal
distribution across the four education programs. This sample size was determined based on Cohen’s formula
for correlation studies, ensuring sufficient statistical power to detect significant relationships at a 5%
significance level.

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2.3. Instruments
2.3.1. Digital competency questionnaire
This instrument was adapted from the DIGCOMP framework [10] and consisted of 40 Likert-scale
items, ranging from 1 (strongly disagree) to 5 (strongly agree). It evaluated five dimensions of digital
competence: information and data literacy, communication and collaboration, digital content creation, safety,
and problem-solving. The instrument’s internal consistency was measured using Cronbach’s alpha, yielding a
reliability coefficient of 0.89, indicating high reliability.

2.3.2. Research skills questionnaire

This instrument, designed specifically for teacher education students, consisted of 45 Likert-scale
items, also ranging from 1 (strongly disagree) to 5 (strongly agree). It assessed research skills across five key
areas: research design, data collection, data analysis, academic writing, and presentation of findings. The
reliability of this instrument was measured with Cronbach’s alpha, resulting in a coefficient of 0.92,
demonstrating excellent internal consistency.

2.4. Data collection

Data collection was carried out in two phases during the 2021 academic year. Both questionnaires
were administered online, due to the restrictions imposed by the COVID-19 pandemic. Prior to data
collection, a pilot study was conducted with a sample of 30 students to validate the instruments’ clarity and
usability in a digital environment. The pilot data were analyzed for construct validity using exploratory factor
analysis (EFA) with principal component analysis and Varimax rotation. Both instruments demonstrated
satisfactory construct validity, with factor loadings exceeding 0.70 for all items, confirming their
appropriateness for the full-scale study.

2.5. Data analysis

Data were analyzed using IBM SPSS Statistics 25 software. Descriptive statistics, including means,
standard deviations (SD), and frequencies, were computed to summarize the distribution of digital
competencies and research skills across the sample. For the correlational analysis, Spearman’s rank-order
correlation coefficient (Rho) was employed due to the ordinal nature of the Likert-scale data. The correlation
coefficient was interpreted as:
− 0 to 0.3 meaning weak correlation
− 0.3 to 0.5 meaning moderate correlation
− 0.5 to 0.7 meaning strong correlation
− 0.7 to 1.0 meaning very strong correlation
The significance level was set at p<0.05 to determine statistical significance. Additionally, multiple
regression analysis was performed to evaluate the predictive power of digital competency dimensions on
research skills. The regression model included digital competencies as independent variables and research
skills as the dependent variable. Multicollinearity was assessed using variance inflation factors (VIF), with all
values below 5, indicating the absence of multicollinearity.

3. RESULTS
The results of the study are presented in two sections: the descriptive statistics of digital
competencies and research skills, followed by the correlational and regression analyses to evaluate the
relationship between these variables.

3.1. Descriptive statistics

Table 1 presents the descriptive statistics for digital competencies and research skills among the
teacher training students. The overall mean score for digital competencies was 4.12 (SD=0.58), indicating
that students generally demonstrated strong digital skills. Among the subdimensions, information and data
literacy had the highest mean score (4.28, SD=0.61), while problem-solving had the lowest mean score
(3.94, SD=0.71). For research skills, the overall mean score was 4.05 (SD=0.62), with research design
receiving the highest score (4.18, SD=0.57) and data presentation the lowest (3.90, SD=0.68). The
descriptive statistics show that students generally performed well in both digital competencies and research
skills, with relatively small variations between the dimensions.

3.2. Correlational analysis

The results of the Spearman’s rank-order correlation analysis, as seen in Table 2, revealed a strong,
positive correlation between digital competencies and research skills, with a correlation coefficient of

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Rho=0.808, p<0.001. This indicates that as students’ digital competencies increased, their research skills also
improved. At the sub dimensional level, the highest correlation was observed between information and data
literacy and research design (Rho=0.812, p<0.001). This suggests that students who were proficient in
locating and managing digital information were also skilled in designing research methodologies. The lowest
correlation was between problem-solving and data presentation (Rho=0.683, p<0.01), although this still
represents a moderate-to-strong relationship.

Table 1. Descriptive statistics for digital competencies and research skills

Variable Mean Standard deviation (SD)
Digital competencies 4.12 0.58
Information and data literacy 4.28 0.61
Communication and collaboration 4.15 0.59
Digital content creation 4.07 0.65
Safety 4.12 0.63
Problem-solving 3.94 0.71
Research skills 4.05 0.62
Research design 4.18 0.57
Data collection 4.10 0.60
Data analysis 4.05 0.64
Academic writing 4.02 0.65
Data presentation 3.90 0.68

Table 2. Spearman’s correlation coefficients between digital competencies and research skills
Variable Rho p-value
Digital competencies vs research skills 0.808 <0.001
Information and data literacy vs research design 0.812 <0.001
Communication and collaboration vs data collection 0.793 <0.001
Digital content creation vs data analysis 0.785 <0.001
Safety vs academic writing 0.764 <0.001
Problem-solving vs data presentation 0.683 <0.01

3.3. Regression analysis

A multiple regression analysis was conducted to predict research skills based on digital competency
subdimensions. The overall regression model was statistically significant, F(5, 174)=56.421, p<0.001, with
an R²=0.62, indicating that approximately 62% of the variance in research skills could be explained by the
students’ digital competencies. Among the digital competency subdimensions, information and data literacy
(β=0.48, p<0.001) and communication and collaboration (β=0.35, p<0.001) were the strongest predictors of
research skills. Problem-solving was the least significant predictor (β=0.15, p=0.043). Table 3 presents the
multiple regression analysis, which identifies the influence of various digital competency subdimensions on
predicting research skills. Among the predictors, information and data literacy emerged as the strongest
predictor, with a high standardized beta coefficient (β=0.48). This suggests that students who are highly
proficient in locating, managing, and evaluating digital information tend to exhibit superior research skills.
Similarly, communication and collaboration also showed a strong positive effect (β=0.35), underscoring the
importance of digital communication tools in enhancing research capacity. The digital content creation
subdimension contributed significantly as well, while safety and problem-solving had smaller but still
significant effects. The regression coefficients reflect that although all digital competencies play a role in
research skill development, information literacy and communication are the most influential factors. These
results highlight the need for educational programs to prioritize these areas in teacher training.

Table 3. Multiple linear regression analysis of research skills

Predictor Unstandardized β Standardized β t-value p-value 95% Confidence interval
Constant 1.213 — 4.523 <0.001 [0.714, 1.712]
Information and data literacy 0.48 0.48 6.752 <0.001 [0.34, 0.62]
Communication and collaboration 0.35 0.35 5.930 <0.001 [0.22, 0.48]
Digital content creation 0.24 0.27 3.821 <0.001 [0.11, 0.37]
Safety 0.20 0.18 3.215 0.002 [0.08, 0.32]
Problem-solving 0.15 0.15 2.135 0.043 [0.01, 0.29]

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3.4. Analysis of variance (ANOVA) for the regression model

Table 4 displays the analysis of variance (ANOVA) for the regression model, which confirms the
overall statistical significance of the model. The large F-value (56.421) and p-value <0.001 indicate that
digital competencies collectively have a substantial impact on research skills. The sum of squares for
regression (48.316) further demonstrates that a significant portion of the variation in research skills is
explained by digital competencies, while the residual sum of squares (29.802) represents the remaining
unexplained variation. This model accounts for approximately 62% of the variance in research skills,
underscoring the importance of digital literacy in academic performance. The ANOVA results support the
conclusion that digital competencies are strong predictors of research skills, affirming the findings of the
regression analysis.

Table 4. Analysis of variance for the regression model

Source Sum of squares df Mean square F-value p-value
Regression 48.316 5 9.663 56.421 <0.001
Residual 29.802 174 0.171
Total 78.118 179 — — —

3.5. Crosstabulation of digital competency levels and research skills performance

Finally, Table 5 provides a crosstabulation of digital competency levels with research skill
performance, offering a clearer understanding of how proficiency in digital competencies is linked to
research capabilities. The table shows that students with higher digital competency levels are more likely to
achieve higher research skills. For example, among students with “excellent” digital competency, 60%
achieved “excellent” research skills, while only 10% performed at the “good” level. Conversely, students
with “good” digital competency were less likely to reach the “excellent” research skills category, with only
15% of them achieving that level. This crosstabulation demonstrates a clear progression, where better digital
literacy corresponds to stronger research performance. These findings suggest that integrating digital
competency training into teacher education programs can significantly enhance students’ research skills,
a critical element for their academic and professional success.

Table 5. Crosstabulation of digital competency levels and research skills performance

Digital competency level Good research skills (%) Very good research skills (%) Excellent research skills (%)
Good 35 50 15
Very good 20 55 25
Excellent 10 30 60

In summary, the results across the tables consistently demonstrate a strong and positive relationship
between digital competencies and research skills. Digital literacy, especially in areas such as information
management and communication, plays a critical role in improving the research capacities of future
educators. As digital competencies improve, so do students’ abilities to design research methodologies,
analyze data, and present their findings effectively. These insights emphasize the need for education systems
to foster digital literacy as a fundamental component of research skill development, particularly in response
to the evolving digital landscape in education.

3.6. Interpretation of results

The study demonstrates a strong and positive relationship between digital competencies and
research skills among teacher training students at the National University of Huancavelica. The significant
correlation (Rho=0.808) suggests that students with higher proficiency in digital literacy exhibit more
advanced research capabilities. Specifically, information and data literacy and communication and
collaboration emerged as the strongest predictors of research skills, highlighting the importance of these
competencies in designing research methodologies and analyzing data. The regression model explained 62%
of the variance in research skills, underscoring the critical role digital competencies play in enhancing
academic success. Additionally, the crosstabulation analysis shows that students with higher levels of digital
competency are more likely to achieve higher research skill proficiency. For example, 60% of students
classified as having excellent digital competencies achieved excellent research skills. This finding reinforces
the need for education programs to prioritize the integration of digital literacy training, particularly in teacher
education, to equip future educators with the tools necessary to excel in both research and their professional

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careers. These results emphasize the pivotal role digital competencies play in improving research capabilities,
especially in the context of the pandemic-driven shift to digital learning environments.

4. DISCUSSION
The results of this study underscore the strong positive relationship between digital competencies
and research skills, contributing to the growing body of literature that highlights the importance of digital
literacy in modern education [23], [24]. Previous research has identified digital literacy as a crucial
component for educational success, especially post-pandemic [12]. This study adds new evidence by
demonstrating the direct impact of digital competencies on research outcomes within the context of teacher
training, particularly in the areas of information literacy and collaboration [25]. One key ramification of this
study is the potential long-term impact on teacher preparedness. Future educators who develop strong digital
competencies are not only better equipped to conduct high-quality research but are also more prepared to
integrate these skills into their teaching practices. As digital platforms continue to dominate educational
environments, particularly post-pandemic, fostering digital literacy will become essential for both research
and pedagogical success [26]. By equipping teacher training students with these competencies, institutions
can ensure that future educators are adaptable to an evolving digital landscape, ultimately improving teaching
effectiveness and student outcomes [27]. Moreover, the study’s findings suggest that academic institutions
should reconsider their approach to teacher education, emphasizing the development of digital competencies
as part of the core curriculum [28]. Given the strong correlation between digital literacy and research
proficiency, integrating digital tools and methodologies into coursework may yield significant benefits, not
just in research but across various areas of academic and professional development [29]. In the future, the
ability to navigate digital platforms, manage information, and collaborate effectively will be vital for
educators in both traditional and online classrooms [30].
However, while digital competencies were found to significantly enhance research skills, the role of
problem-solving in this context requires further examination. Although it was the least significant predictor
of research success, it still plays a supportive role, especially in addressing challenges encountered during the
research process. Future studies could explore how problem-solving skills interact with digital competencies
to support more complex research tasks [23]. Additionally, given that this study was conducted during the
COVID-19 pandemic, when digital platforms became essential for academic continuity, future research could
assess whether the relationship between digital competencies and research skills changes in a post-pandemic
environment [25]. The implications of these findings are far-reaching. They suggest that teacher education
programs must not only foster traditional pedagogical skills but also emphasize the cultivation of digital
literacy. This will be crucial in shaping educators who are capable of conducting rigorous research and
integrating digital tools into their teaching practice, thus enhancing the overall quality of education in the
long term. Furthermore, institutions should explore ways to better support students with lower levels of
digital literacy, ensuring equitable access to the skills needed to succeed in both research and teaching. This
study highlights the critical role of digital competencies in research proficiency and suggests that the
integration of digital literacy into teacher education programs is essential. As education continues to evolve
in an increasingly digital world, these findings offer valuable insights into how institutions can better prepare
future educators for success in both research and teaching [30]. Addressing the digital divide in teacher
education will be key to ensuring that all students, regardless of their digital proficiency, are equipped with
the tools they need to thrive in a modern educational landscape [27].
The COVID-19 pandemic acted as a significant catalyst for advancing digital competencies among
students at the National University of Huancavelica. During this period, the rapid shift to online education
exposed gaps in digital literacy and research skills, particularly in underprivileged regions. However, it also
showcased the resilience of educational institutions and their ability to adapt through innovative solutions.
Now that the pandemic has subsided, the emphasis on digital competencies and research skills remains
essential as they are critical for academic success and employability in a rapidly evolving digital world.
In the post-pandemic era, higher education institutions must sustain and expand the integration of
digital tools and platforms into teaching and learning processes. Hybrid learning models, combining face-to-
face and online instruction, can bridge gaps in accessibility while fostering a flexible learning environment.
Furthermore, targeted training programs in advanced research methodologies and digital tools should be
offered to ensure students remain competitive in academic and professional settings. Investments in digital
infrastructure, particularly in rural or underserved areas, are vital to reducing the digital divide and ensuring
equitable access to quality education. Looking to the future, universities should prioritize fostering lifelong
learning attitudes among students by embedding digital literacy and research skills into all disciplines.
Collaboration with industry stakeholders can help align curricula with emerging technological trends and
labor market demands. Additionally, developing policies and strategies for the ethical use of technology in

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research and education is crucial to addressing challenges such as data security and misinformation. By
building on the progress made during the pandemic, educational institutions can not only enhance their
students’ skills but also prepare them to thrive in an increasingly complex and interconnected world.

5. CONCLUSION
The results of this study clearly demonstrate the significant role digital competencies play in
enhancing the research skills of teacher training students at the National University of Huancavelica. The
evidence is drawn from a strong positive correlation (Rho=0.808) between digital literacy and research
proficiency, based on data from 180 students across four professional education programs. Key digital
competencies such as information and data literacy, along with communication and collaboration, emerged as
the most influential predictors of research skills, particularly in designing methodologies, analyzing data, and
presenting findings. This quantitative evidence supports the conclusion that digital literacy is a critical factor
in research success. These findings align with broader research that emphasizes the importance of digital
competencies in academic achievement, particularly in research-intensive tasks. The ability to manage and
utilize digital tools has become increasingly essential, especially in the context of the COVID-19 pandemic,
where education has shifted towards digital platforms. The data from this study provide clear evidence that
students with higher levels of digital literacy are better equipped to perform well in research tasks, as
demonstrated by the significant proportion of students with “excellent” digital skills who also exhibited
“excellent” research proficiency.
In conclusion, the quantitative evidence gathered in this study underscores the critical need for
academic institutions to prioritize digital literacy in their curricula. By integrating digital competencies into
teacher education programs, institutions can equip future educators with the tools necessary for both
academic and professional success. This proactive approach will prepare students to navigate and excel in an
increasingly digital world, ensuring a more effective, research-driven education system capable of addressing
the challenges posed by a digitally connected society. The strong correlation between digital skills and
research proficiency highlighted in this study provides robust evidence for the integration of these
competencies into educational frameworks, making it clear that digital literacy is not only beneficial but
essential for the future of education.
Despite the compelling findings, this study has certain limitations that should be acknowledged.
First, the sample is limited to students from the National University of Huancavelica, which may limit the
generalizability of results to other institutions or educational settings. Additionally, the study focuses only on
a quantitative analysis, which, while robust, does not capture qualitative insights into how digital literacy
skills impact students’ experiences and perceptions in real research scenarios.
Future research could explore a broader sample across multiple universities to validate these
findings across diverse educational contexts. Furthermore, a mixed-methods approach involving interviews
or focus groups could yield a richer understanding of the specific ways digital competencies influence
various stages of the research process. Research could also examine how specific training programs in digital
literacy impact long-term research skill development, extending beyond the context of initial teacher training
to inform continuous professional development for educators.

ACKNOWLEDGMENTS
Authors are highly thankful to the Faculty of Social Sciences, Universidad Nacional de
Huancavelica (UNH), Huancavelica, Perú for their moral support.

FUNDING INFORMATION
Authors state no funding involved.

AUTHOR CONTRIBUTIONS STATEMENT

This journal uses the Contributor Roles Taxonomy (CRediT) to recognize individual author
contributions, reduce authorship disputes, and facilitate collaboration.

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Name of Author C M So Va Fo I R D O E Vi Su P Fu
Daker Riveros-Anccasi ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Lizeth Karina Riveros- ✓ ✓ ✓ ✓ ✓ ✓ ✓
Terrazo
Ubaldo Cayllahua- ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Yarasca
Charapaqui Anccasi- ✓ ✓ ✓ ✓
Juan
Angel Epifanio ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Rojas-Quispe
Christian Luis ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Torres-Acevedo
Carlos Laurente- ✓ ✓ ✓ ✓ ✓ ✓
Chahuayo

C : Conceptualization I : Investigation Vi : Visualization

M : Methodology R : Resources Su : Supervision
So : Software D : Data Curation P : Project administration
Va : Validation O : Writing - Original Draft Fu : Funding acquisition
Fo : Formal analysis E : Writing - Review & Editing

CONFLICT OF INTEREST STATEMENT

Authors state no conflict of interest.

INFORMED CONSENT
We have obtained informed consent from all individuals included in this study.

ETHICAL APPROVAL
The study adhered to ethical standards in research involving human participants. Approval was
granted by the university’s Ethics Committee prior to the commencement of the study. The study also
complied with the general data protection regulation (GDPR) guidelines, ensuring secure handling of digital
data throughout the research process.

DATA AVAILABILITY
Data availability is not applicable to this paper as no new data were created or analyzed in this
study.

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BIOGRAPHIES OF AUTHORS

Daker Riveros-Anccasi is a graduate in Pedagogy and Humanities from the

National University of the Cetro of Peru, specializing in Mathematics and Physics, with
master’s and doctor degrees from the San Martín de Porres University. He is a speaker in
academic and research competitions at the national and international level. He is dedicated to
consulting on educational issues; he is also an educational promoter. At the same time, he
works as an undergraduate and graduate teacher, in the lines of research and teacher training at
different universities. It has publications at the level of university texts, research and scientific
articles. He can be contacted at email: [email protected].

Lizeth Karina Riveros-Terrazo is an Economics from the Universidad del

Pacífico; Specialist in Behavioral Economics, Growth Hacking, Innovation, Project
Management and Productivity. She collaborates as a columnist in Invertir 3, 2, 1 and also
works as a senior trainer at the UBUNTU Leaders Academy. She has a special interest in
education, health and public management issues. She can be contacted at email:
[email protected].

Research skills and digital competence in Huancavelica students during … (Daker Riveros-Anccasi)
4028  ISSN: 2252-8822

Ubaldo Cayllahua-Yarasca is a principal professor at the National University of

Huancavelica, with experience in research and statistics, over 30 years contributing to the
training of professionals in the field of education. With degrees of master and doctor in
Education from the San Martin de Porras University. With publications at the level of
university books and scientific articles, by different physical and electronic media. He can be
contacted at email: [email protected].

Charapaqui Anccasi-Juan is a bachelor of Sciences from the Agricultural

Engineer Sciences-Agricultural Engineering, master of Science in Water and Land Resources
Engineering, doctor in Environment and Sustainable Development, professor UNSCH-
AYACUCHO Quechua Language English at an Advanced Level English Language. He can be
contacted at email: [email protected].

Angel Epifanio Rojas-Quispe is a professional, graduated from the National

University of Huancavelica in the Specialty of Mathematics Physics, master in Educational
Administration, with studies in Civil Engineering and doctorate in Educational Sciences, with
solid training, based on scientific and technological principles to provide an Effective and
Comprehensive service in a highly competitive world. his objective as a professional is to
develop my potential in favor of the entity, meeting challenges in the best way and always
looking for practical solutions to situations that arise. Throughout his career, he has
demonstrated outstanding skills in research, teaching, and information and communication
technologies. He can be contacted at email: [email protected].

Christian Luis Torres-Acevedo is a professional, graduated from the National

University of Huancavelica in the Specialty of Mathematics Physics, master in Educational
Administration, with studies in Civil Engineering and doctorate in Educational Sciences, with
solid training, based on scientific and technological principles to provide an Effective and
Comprehensive service in a highly competitive world. He has demonstrated outstanding skills
in research, teaching, and information and communication technologies. He can be contacted
at email: [email protected].

Carlos Laurente-Chahuayo is a research professor at the Faculty of Educational

Sciences of the National University of Huancavelica (UNH), graduate in Education with a
major in Telecommunications and Computer Science, with postgraduate studies at the César
Vallejo University with a major in Educational Administration, with studies in second
specialty at the César Vallejo University in Research Didactics in virtual e-Learning
environments. He can be contacted at email: [email protected].

Int J Eval & Res Educ, Vol. 14, No. 5, October 2025: 4019-4028