DIGITAL COMPETENCIES AND EDUCATIONAL INCLUSION OF ADOLESCENTS IN SOCIAL VULNERABILITY: A DIAGNOSTIC STUDY IN THE CONTEXT OF THE SCFV

Abstract

The digital inclusion of socially vulnerable adolescents requires more than internet access, as it involves the critical, safe, creative, and autonomous use of technologies. This study analyzed access conditions, uses, and digital competences among 25 adolescents aged 14 to 17 assisted by the Service for Coexistence and Strengthening of Bonds (SCFV), aiming to support a pedagogical proposal connected to education and the world of work. This applied, observational, cross-sectional, descriptive, and diagnostic study combined quantitative and qualitative approaches. Data were collected through a questionnaire containing closed-ended, multiple-choice, and open-ended questions and analyzed using descriptive statistics and thematic categorization. The results indicated frequent internet access, predominantly through mobile phones, along with limited computer use and difficulties in formal communication, information evaluation, digital security, content creation, and autonomous educational and professional tasks. Based on the integration of these findings, a five-module pedagogical pathway was developed. The study highlights the potential of the SCFV for socio-educational digital inclusion practices that promote autonomy, participation, and access to opportunities.