Bridging the digital divide through mobile device-based teaching strategies in third-year secondary school students

Abstract

This study employs a quasi-experimental methodology to investigate how mobile device-based educational strategies can help reduce technological inequalities in vulnerable urban areas of Peru. To this end, a program was implemented with 78 secondary school students across three schools in Metropolitan Lima. Pre- and post-assessments were used to measure technological skills, academic performance, and perceptions of technology. The findings revealed significant improvements in digital competencies (a 42.7% increase, p < .001), particularly in information management and digital communication. Academic performance showed substantial gains in mathematics (27.3%) and language arts (23.8%). Educational use of mobile devices increased by 57.4%, with a clear relationship between pedagogical usage time and skill development (r = .68, p < .001). Attitudes toward technology improved considerably, with a 38.2% decrease in technology-related anxiety. The study concludes that mobile pedagogical strategies, when adapted to local needs and supported by adequate teacher training, are valuable tools for reducing technological inequalities in vulnerable contexts. It therefore recommends expanding such programs with contextual adaptations and a long-term sustainability perspective.