Diagnóstico de las competencias digitales y de la inteligencia emocional en estudiantes de primer semestre de la Facultad de Ciencias Económicas de la Universidad Nacional de Colombia

This study diagnoses digital competencies and emotional intelligence in first-semester students of Business Administration, Accounting, and Economics at the Faculty of Economic Sciences of the National University of Colombia, recognizing student diversity from an intersectional perspective. It addresses the need to align education with real living conditions, prior trajectories, and university adaptation challenges, including soft and digital skills development. The research is an exploration and mixed-methods: a survey was applied to 108 students and five interviews explored experiences during the semester. Results show an overall intermediate-high level of digital competence, with stronger performance in communication and information search. The main weaknesses appear in digital content creation and problem solving, with program differences and gender gaps. Emotional intelligence shows adequate attention and regulation, but emotional clarity tends to remain at the lower bound of the adequate range. Interviews reveal intense transition emotions such as fear, anxiety, and loneliness, and regulation strategies based on support networks, pauses, relief activities, and seeking help. Evidence also suggests that digital skills are not systematically addressed institutionally in the first semester and students adapt individually. The study concludes that transversal institutional and curricular actions are needed, including differentiated support to reduce gaps and strengthen competencies from entry.