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Internet Skills Scale (ISS) in University Students from Chile: Factorial Structure, Reliability, Validity and Measurement Invariance of the Chilean Version

Author

Listed:
  • Miguel Galván-Cabello

    (Department of Social Work, Universidad de La Frontera, Temuco 4780000, Chile
    Millennium Nucleus on Digital Inequalities and Opportunities (NUDOS), Santiago 8320155, Chile)

  • Julio Tereucan-Angulo

    (Department of Social Work, Universidad de La Frontera, Temuco 4780000, Chile)

  • Gustavo Troncoso-Tejada

    (Department of Education, Universidad de La Frontera, Temuco 4780000, Chile)

  • David Arellano-Silva

    (Graduate Academic Administration, Universidad de La Frontera, Temuco 4780000, Chile)

  • Víctor Sánchez-Gallegos

    (Faculty of Law and Social Sciences, Universidad de Monterrey, Monterrey 66238, Mexico)

  • Isidora Nogués-Solano

    (Department of Social Work, Universidad de La Frontera, Temuco 4780000, Chile)

Abstract

Within the framework of the 2030 Agenda, universities are key institutions in promoting digital competencies aligned with Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). This study evaluates the psychometric properties of the Internet Skills Scale (ISS), adapted for Chilean university students, as a tool to assess how effectively higher education fosters digital skills that enable critical participation and social inclusion. Using a sample of 906 students from nine public universities across Chile, the ISS was linguistically and culturally adapted, and its factorial structure, reliability, validity, and measurement invariance were tested. The results support a four-factor model—operational, navigation, social, and creative skills—under a second-order structure, with strong fit indices (CFI = 0.987; RMSEA = 0.055) and high internal consistency (α > 0.83). The ISS also demonstrated gender-based measurement invariance and convergent validity with digital citizenship. These findings underscore the ISS as a valid instrument for monitoring the effectiveness and equity of digital education policies in universities. Its application contributes to diagnosing institutional performance regarding the integration of digital competencies into curricula, thus guiding improvements in educational strategies toward socially just, inclusive, and sustainable digital participation.

Suggested Citation

  • Miguel Galván-Cabello & Julio Tereucan-Angulo & Gustavo Troncoso-Tejada & David Arellano-Silva & Víctor Sánchez-Gallegos & Isidora Nogués-Solano, 2025. "Internet Skills Scale (ISS) in University Students from Chile: Factorial Structure, Reliability, Validity and Measurement Invariance of the Chilean Version," Sustainability, MDPI, vol. 17(19), pages 1-18, September.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:19:p:8597-:d:1757604
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    References listed on IDEAS

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    1. Alexander J.A.M. Van Deursen & Ellen J. Helsper & Rebecca Eynon, 2016. "Development and validation of the Internet Skills Scale (ISS)," LSE Research Online Documents on Economics 64485, London School of Economics and Political Science, LSE Library.
    2. Albert Satorra & Peter Bentler, 2001. "A scaled difference chi-square test statistic for moment structure analysis," Psychometrika, Springer;The Psychometric Society, vol. 66(4), pages 507-514, December.
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