Neuroethics and digital literacy: critical skills for university students

Introduction: The accelerated incorporation of digital technologies and neurotechnologies in higher education has generated new ethical challenges related to mental autonomy, neural privacy, and algorithmic influence on students. In this context, neuroethics and critical digital literacy are key elements to understand cognitive risks and promote responsible use of technology in academic settings. Methodology: A phenomenological qualitative approach was applied with an intentional sample of 100 students from five Ecuadorian universities. Semi-structured interviews were conducted aimed at exploring neuroethical understanding, digital critical thinking, and perceptions of cognitive risk. The script and performances were validated by a panel of six experts through technical review and analytical triangulation. Results: The findings reveal three central patterns: fragmented understanding of neuroethics and neurorights; limited development of critical digital literacy focused on operational use rather than ethical analysis; and normalization of cognitive risks associated with the intensive use of digital platforms, with little awareness of their emotional and decisional influence. Discussion: The results are aligned with recent research that evidences training gaps in digital ethics and neurotechnology. The lack of critical reflection increases students' vulnerability to algorithmic systems capable of influencing their cognition and behavior. Conclusions: It is essential to integrate neuroethics, neurorights and AI ethics content into university education, strengthening cognitive autonomy and critical thinking. It is recommended to extend future studies to other contexts and complement them with mixed methodologies.