Abstract
This research examines how the integration of digital tools in higher education can play a role in advancing social inclusion. The study employs quantitative methodologies. To establish connections among participants, descriptive analysis and cluster grouping techniques were utilized. The survey collected data from 516 undergraduate students across diverse universities in Peru, encompassing information about age, educational level, and gender. The outcomes reveal distinct clusters: Cluster 1 (chi-sqr = 29.78; p .001, max = 5.1), Cluster 2 (chi-sqr = 99.6; p .001), and Cluster 3 (chi-sqr = 13.1; p = .001). The results suggest that integrating digital tools into education can significantly contribute to enhancing social inclusion within higher education environments. Nevertheless, the degree to which digitalization fosters inclusivity is impacted by factors such as the quality of digital infrastructure, the digital proficiency of students and educators, and the chosen educational approach
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