Self-Perceived Digital Competencies and University Change: Cross-Country Survey Evidence from Spain, Mexico, and Peru During COVID-19

In a global context marked by ongoing transformations in technology and education, it is essential to reflect on how individuals engage with—or underestimate—the meaningful use of digital tools already at their disposal. This study examines the evolution of self-perceived digital competencies of university students in Spain, Mexico, and Peru during a period of forced transition to online learning, often in environments characterized by structural inequalities in access to and use of digital resources. We surveyed 881 university students in Spain, Mexico, and Peru between May and September 2020. The findings indicate that, although Spanish students initially reported higher levels of self-perceived digital competence, significant improvements in their perception were observed across all three countries, particularly in Mexico and Peru. These improvements cannot be fully attributed to ceiling effects or cross-country sociodemographic differences alone, suggesting that transformative contexts may have provided opportunities for students to test and mobilize their capabilities, which could be consistent with the development and self-recognition of new digital skills. This study provides empirical evidence that advances our understanding of how self-perceptions of digital competence evolve in scenarios of accelerated educational change, offering valuable insights for the design of more adaptive and context-sensitive education policies.