Abstract

The present study tested the relationship between digital literacy skills and autonomous learning strategies in high school students in southern Sonora to see their impact on the training processes implied by the digital age. A quantitative, non-experimental, cross-sectional study of correlational scope was conducted with 365 secondary school students, selected through a non-probabilistic sampling for convenience. The responses to the instrument were processed using Pearson’s correlation tests, scales, and reliability and validity analysis. According to the results, all the dimensions of the variables are significantly correlated with each other, with low, medium, and high positive forces. The levels of both variables were analyzed, thus giving medium and high levels. The findings suggest a significant relationship between digital literacy skills and autonomous learning strategies in students, specifically, those who demonstrated a high level of digital literacy also showed a greater ability to manage their learning autonomously. This suggests that digital skills facilitate access to information and enhance students’ ability to organize, plan, and evaluate their learning process.

This work is licensed under a Creative Commons Attribution 4.0 License.