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Psychometric Properties of Academic Reading-writing Scale in Postgraduate

Martha Olivia Ramírez Armenta — 2026-01-05

Science generates information that is transformed into innovation, which is reflected in technological development and materializes in economic growth for a country. Every researcher, whether expert or novice, must possess a high level of academic literacy that enables them to consume scientific reports and effectively communicate the results of their research. Therefore, the objective of this work was to construct a scale with psychometric properties to measure scientific reading and writing competence, based on the perception of research professors in research-oriented graduate programs. A mixed sequential (which-which-which) study was conducted. In the qualitative phase, 51 research professors from four higher education institutions in northwestern Mexico participated in a semi-structured interview about the competencies that every researcher should have to adequately practice the profession, regardless of the discipline in which he/she works. Based on the teachers’ responses, items were generated, and a scale to measure academic reading and writing competency was developed. In the quantitative phase, the psychometric properties of the developed scale were analyzed; 323 students from different educational programs participated. The scale consisted of two factors (academic reading-writing and second language proficiency) with 16 items in total. It is concluded that this scale is valid and reliable to measure the construct under study.

Barriers to Internet Access and Adoption, and Strategies for Promoting Digital Skills among University Students in Puerto Rico

Luis Rosario-Albert — 2026-01-05

The study’s research problem is to assess digital inequities among university students and to explore how digital skills education can improve university-level education. The study objectives address three topics: 1) identify the barriers low-income college students face in accessing and adopting broadband internet services, 2) assess if digital skills education improves the adoption of broadband internet services, and 3) identify relevant teaching strategies to improve access to and adoption of internet services and digital skills education among university students, which could be valuable for government agencies and higher education organizations in Puerto Rico. Based on empirical findings, it explored the role of education in developing the digital skills needed to utilize the Internet effectively in these subjects. The study employed a mixed-methods approach with a sequential design. In the quantitative phase, an entry questionnaire was administered to a sample of fifty (n = 50) students. Subsequently, a workshop on digital skills was offered to the participants, followed by an exit questionnaire. In the qualitative phase, a focus group was conducted with six (6) students who had participated in the quantitative phase. The results revealed a low prevalence of barriers to Internet use and access among the sample subjects. They consistently connected to the Internet via their mobile phones, at home, and within the university context. There was a high demand for learning digital applications, such as CapCut and Canva, as well as information about artificial intelligence and cybersecurity. Participants reported an increased perception of knowledge regarding concepts such as the digital divide, digital equity, and the digital skills emphasized in the workshop. This increase was statistically significant (p < 0.05).

Educational Communication with Generative AI: Embodied Interaction through EMG and Game Control in University Environments

Rubén Juárez Cádiz — 2026-01-05

The growing interest in integrating advanced sensory technologies into higher education demands clear definitions and justifications. Electromyography (EMG) records the electrical signals generated by muscle activation and can be used as a control interface in computational systems, while EMG-based game control translates these signals into actions within game-digital environments (De Luca et al., 2006). This study aims to evaluate how the combination of EMG and game control enhances educommunication—the synergy between education and communication oriented toward critical thinking and dialogic participation (Aparici y Silva, 2012)—among university students. A comparative experimental design with a control group was employed. Sixty mathematical engineering students participated in gamified activities under two conditions: EMG–game control and a traditional method. During the sessions, EMG signals were captured using a BITalino device (1,000 Hz; 113 Hz low-pass/high-pass filters) and metrics of engagement, collaborative task accuracy, and informational entropy of the signal were recorded. Quantitative data were analyzed using paired-sample t-tests, ANOVAs, and correlations; qualitative data were examined via thematic analysis of interviews. The results indicate that the EMG–game control condition produced significant increases in engagement (p < .01; d = 0.75) and collaborative accuracy (p < .05), as well as an average 15 % reduction in informational entropy compared to the control. The thematic analysis revealed positive perceptions of bodily immersion and adaptive feedback. It is concluded that embodied EMG–game control interfaces create a more immersive and participatory learning environment, reduce informational disorder, and promote knowledge co-construction in university settings. These findings suggest the need to explore their application in non-technical disciplines and to develop technology-socialization protocols prior to intervention.

Artificial Intelligence in Education: Gaps, Trends, and Ethical Challenges. A Literature Review (2019–2024)

Naftali López Trinidad — 2026-01-05

This article presents a systematic review of the scientific literature on the use of artificial intelligence (AI) in education, aiming to identify trends, conceptual gaps, and emerging challenges in its pedagogical integration. The search was conducted in indexed databases such as Scopus, Web of Science, and ERIC, retrieving 186 publications between 2019 and 2024. After applying PRISMA criteria, 47 empirical and theoretical studies were selected, all addressing the implementation of AI across various educational levels. Although academic production on AI in education has grown significantly, most studies originate from technical fields, with limited critical articulation from pedagogical and social science perspectives. This study addresses that gap by providing a synthesis that combines methodological rigor with an integrated educational perspective, aiming to understand the phenomenon beyond its functional applications. Findings were organized into six thematic axes: (1) personalized learning, highlighting the use of adaptive systems; (2) ethics and digital equity, focusing on privacy and algorithmic bias; (3) generative artificial intelligence and its didactic implications; (4) teacher training and student perceptions; (5) predictive models and educational data mining; and (6) applications across different educational levels. The results indicate a positive impact of AI on personalized learning support and process optimization. However, persistent challenges remain, such as teacher training gaps, unequal access to technology, and the need for regulatory frameworks. It is concluded that the effective integration of AI in education requires ethical and interdisciplinary approaches, alongside public policies that promote pedagogical innovation, inclusion, and long-term sustainability.

Pedagogical Models of Mobile Learning in the Spanish Educational System: A Systematic Review

Alberto Castedo Espeso — 2026-01-05

The integration of mobile devices in educational contexts has gained momentum in recent years, enabling more flexible and accessible learning methodologies. However, questions remain regarding the pedagogical models best suited for their effective implementation. This paper presents a systematic literature review of studies published between 2013 and 2023 in databases specialized in Education. The objective is to identify key elements of mobile learning within the Spanish educational system. The guiding research questions are: What explanatory models are currently used in mobile learning practices? What perceptions do teachers and students have about its role in teaching and learning? Twenty-one articles are analyzed across three dimensions: pedagogical, technological, and social interaction. Findings highlight predominant practices at different educational levels, commonly used devices and applications, and perceived barriers and opportunities. This study contributes to the understanding of mobile learning in Spain and offers practical guidelines for its pedagogical integration.

Sound Morphology of the News Item: A Methodological Proposal for Narrative Análisis

Jorge-Eduardo Urrea-Giraldo — 2026-01-05

This article examines the sound morphology of the news item, understood as the functional configuration of its acoustic components, with the aim of proposing an analytical framework that goes beyond the traditional division into lead, body, and close. Although news items have been widely studied from semantic or editorial perspectives, few works address their internal structure from a narrative and sound-based approach. This research focuses on how radio language resources shape the organization of the informative account and define its communicative structure. A qualitative content analysis was conducted on 93 selected news items, using purposive sampling from high-audience morning radio newscasts. The corpus was analyzed using a coding framework that classifies narrative functions, structural patterns, and expressive uses of the various sound elements. As a main result, the Table of Sound Elements is proposed as an original methodological tool that systematizes narrative functions and their arrangement in layers of extension and depth. Based on this matrix, original structural models are generated to describe the internal organization of the news item from a modular and functional perspective. These resources provide a replicable framework for research, production, and teaching in the field of informative sound storytelling.

Structural Challenges of the “Digitalization Applied to the Productive Sector” Module in Vocational Education

Isabel Fernández Solo de Zaldívar — 2026-01-05

The inclusion of the module “Digitalisation Applied to Productive Sectors” in all vocational training programmes starting from the 2024–2025 academic year, as established in the new Vocational Education and Training Ley Orgánica 3/2022, de ordenación e integración de la Formación Profesional (España), represents a regulatory step forward in the modernisation of training curricula. Nevertheless, its initial implementation in educational centres has raised significant pedagogical questions. This study does not propose a legal reform but rather analyses the educational impact of this measure from a pedagogical perspective. The article offers a critical analysis of the structural challenges that may hinder the meaningful integration of the module into teaching practices, with the aim of reinforcing its transformative potential. Drawing on a documentary review of recent academic literature, institutional reports and regulatory frameworks, the study identifies four key factors: the gap between training centres and the productive sector, the need to strengthen teachers’ digital competence, the lack of clear criteria for their selection and accreditation, and unequal access to technological resources across VET institutions. The article does not question the principles of the law but seeks to anticipate possible limitations in its roll-out and to propose actions that may contribute to its success. As a contribution, the paper offers recommendations to align curriculum design, teaching practices and the digital demands of the labour market. The aim is to provide tools for education authorities and teaching staff so that the digitalisation module does not become a purely theoretical component disconnected from the productive environment, but instead fulfils its intended role within the transformative spirit of the new law.

Crouching Rabbit, Hidden Dragon? Animating Gendered National Narratives and Postcolonial Subjectivity in Contemporary Chinese Animation

Chang Zhang — 2026-01-05

This article examines how great power aspirations and national identity are aesthetically constructed through political animation. We analyze how the animated series Year Hare Affair (YHA) transforms geopolitical hierarchies into an anthropomorphic menagerie where China emerges as a vulnerable yet determined rabbit navigating relations with the American eagle, Russian bear, and other animal-nations in the zoopolitik. Through critical discourse analysis coupled with computational examination of audience engagement, we theorize zoopolitik as a gendered symbolic economy that renders abstract international relations emotionally intelligible and emotionally compelling. The rabbit’s oscillation between kawaii vulnerability and paternalistic authority exemplifies what Bhabha terms colonial mimicry, where the animation portrays China as showing a critical distance to power domination yet mirrors the future trajectory of China to this domination. Our analysis demonstrates how institutional support transforms YHA into an effective apparatus of civic pedagogy. The series’ transpacific visual grammar demonstrates how postcolonial states refunctionalize the allegorical aesthetic forms in representations of global order in major powers (e.g., US, Japan) to naturalize their aspirational trajectories. While gesturing toward decolonial futures, YHA transforms complex international relations into emotionally accessible patriotic narratives. What emerges, therefore, is not a clear rupture with the colonized past, but a re-enchantment of geopolitical power, repackaged for a new generation to form their political subjectivities under the aesthetic veneer of animated play.

Strategic Communication and Employer Branding for Workplace Inclusion: Insights from the Integration of People with Down Syndrome

Anna Carolina Boechat — 2026-01-05

In today’s competitive labor market, employer branding (EB) plays a strategic role not only in attracting and retaining talent but also in promoting inclusive values. However, inclusion often remains at a symbolic level, especially concerning individuals with intellectual disabilities. This study investigates how EB functions as a form of strategic communication that can foster genuine workplace inclusion. It focuses on the integration of people with Down Syndrome (DS) in Portugal as a specific case study to examine broader mechanisms and barriers of inclusive branding. The research addresses three questions: (1) What EB strategies are most commonly implemented to support inclusion? (2) Which are considered most effective? (3) What are the main obstacles to implementing inclusive EB? A qualitative approach was adopted, based on semi-structured interviews with representatives from companies and NGOs. Thematic analysis was used to explore perceptions, practices, and challenges. Findings highlight that continuous tutor support, team training, and partnerships with NGOs are the most effective EB strategies. However, cultural resistance, overprotection by families, and lack of post-school support persist as barriers. This study offers an original contribution by positioning inclusion as central to strategic communication in EB. It advocates for structural transformation and cross-sectoral collaboration to align employer branding with inclusive practices.

Digital Marketing in Higher Education: Enhancing Educational Services Toward Innovative Learning

Sonia-Janneth Limas-Suárez — 2026-01-05

The digital revolution has driven significant technological advances that have profoundly transformed the educational environment, particularly in the field of marketing applied to higher education. In this context, digital marketing has emerged as a strategic ally to enhance educational services and promote innovative learning, which motivated the present study. The objective is to analyze the use of digital marketing in higher education as a strategy to strengthen educational services as a valuable product, and based on this analysis, propose actions to improve quality and the learning experience through digital tools. The method used was descriptive, empirical, and quantitative. The primary source consisted of surveys administered to 478 students from the Faculty of Distance Studies at the Pedagogical and Technological University of Colombia (UPTC). The analysis shows that digital marketing positions itself as a strategic and innovative ally through the use of digital tools that support and enrich the learning process, being positively valued by students. As a result, although these tools are available and widely used, their integration as an academic policy in universities remains limited. Therefore, actions are recommended to promote a stronger culture of academic use, contributing to the optimization of educational services as a valuable product.

Immersive and Personalized Learning: The Convergence of Artificial Intelligence and Virtual Reality in Education

Geovanny Francisco Ruiz Muñoz — 2026-01-05

The fragmentation between traditional and digital educational media limits learning effectiveness in higher education, creating an urgent need to investigate strategic convergence approaches. This mixed-methods quasi-experimental study evaluated the differential impact of four technological configurations (traditional methodology, virtual reality (VR) without personalization, artificial intelligence (AI) without immersion, and AI+VR convergence) on academic performance, student engagement, and immersive experience among university students from health sciences, engineering, and digital arts. The interdisciplinary contribution spans education/pedagogy through empirical evidence on comparative technological effectiveness, AI+VR applied research through data on isolated versus integrated implementation, and cognitive psychology through identification of engagement processes mediating between technology and learning outcomes. One hundred twenty participants were randomly assigned to four groups and evaluated using standardized pre-post tests, engagement scales, and immersive experience measures, complemented by semi-structured interviews and non-participant observation. Results demonstrated significant superiority of AI+VR convergence across all measured dimensions, with substantial improvements in academic performance, student engagement, and immersive experience compared to individual technologies or traditional methods. Qualitative findings revealed enhanced contextual understanding and sustained concentration in the convergent group. These results provide empirical foundations for transforming university pedagogical paradigms toward personalized and immersive learning ecosystems.

Educational Cryptogovernance and Algorithmic Communication in Blockchain Era

José Luis Bustelo Gracia — 2026-01-05

This study offers a critical analysis of institutional and academic discourses that advocate for educational cryptogovernance within the broader context of increasing digitalization and the adoption of blockchain technologies. Rather than endorsing the direct implementation of such technologies, the aim is to develop a critical understanding of their discursive foundations and pedagogical implications. The primary objective is to identify the narrative frameworks that legitimize these infrastructures as viable solutions to challenges in educational governance. To this end, a qualitative methodology grounded in critical discourse analysis is employed, focusing on a corpus of 40 strategic and academic documents published between 2015 and 2025. The findings reveal the consolidation of a dominant narrative built around trust, transparency, accountability, and decentralization. However, the analysis also highlights significant concerns regarding the automation of decision-making without contextual deliberation, and the potential marginalization of teacher judgment and institutional equity. The study concludes that cryptogovernance should be understood as a technopolitical project that must be examined through ethical and deliberative pedagogical frameworks, in which technology complements—rather than replaces—the principles of democratic education.

Reframing Prosodic Teaching in Political Discourse: Integrating Spanish-Language Features into Multimodal Pedagogy

Pablo Agustín Artero Abellán — 2026-01-05

This article presents a pedagogical model for teaching prosody in political discourse, with a specific focus on Spanish-language communication and multimodal analysis. Drawing on a classroom-based intervention conducted over three semesters at a Spanish university, the study explores how intonation, rhythm, and voice modulation function as affective and ideological resources in public speech. The proposed instructional sequence includes audiovisual analysis, corpus-based annotation using PRAAT, and student-led performances designed to develop critical listening and expressive awareness. Results indicate that prosodic training enhances learners’ ability to decode emotional framing, identify rhetorical strategies, and engage in reflective, embodied communication. The model also encourages students to recognize the political implications of vocal delivery and to experiment with voice as a site of agency and critique. The findings are situated within broader debates on media literacy, civic pedagogy, and the performative turn in political communication. By bridging linguistic, rhetorical, and educational frameworks, this work contributes to emerging efforts to integrate multimodal literacy and affective awareness into the curriculum, while addressing a persistent gap in prosody-oriented teaching practices in the Spanish-speaking world.

Scientometric Exploration of Rhizomatic Learning in Theory and Practice

Yenny Lisbeth Castro-Rojas — 2026-01-05

Introduction: Rhizomatic Learning (RL) is an innovative and non-linear educational approach, based on the rhizome theory proposed by Gilman (1989). Unlike traditional teaching models, RL is decentralized and allows for multidirectional connections, promoting interconnectivity and adaptability in the construction of knowledge. Although its potential has been widely acknowledged, RL remains an emerging field that requires further scientific support from various perspectives. This article aims to conduct a scientometric analysis to map the scientific production related to RL and identify prevailing trends in the field. Methodology: To achieve this, bibliometric data from Web of Science (WoS) and Scopus were used, structuring the study into two parts: a general mapping of the scientific output and the application of the Tree of Science (ToS) algorithm. Results: Results show a steady growth in interest in RL, with a 21.65% increase in production since 2024, with the United States and the United Kingdom leading in the number of publications. Discussions: Three main trends were identified: the integration of learning in the arts and cultural heritage, innovative pedagogical strategies in the classroom, and the exploration of cultural experiences in early childhood education. Conclusion: This study contributes to the conceptualization and visibility of RL as a driver of educational innovation.

Critical Thinking and Artificial Intelligence. Challenges in Ibero American Secondary Education to strengthen Algorithmic Literacy and Ethical Judgment

Barajas-Meneses Fabiola — 2026-01-05

This study presents a systematic review of scientific production on critical thinking and its articulation with artificial intelligence (AI) in secondary education, published in Scopus between 2017 and 2024. The research was conducted in accordance with the PRISMA 2020 statement, with a protocol registered in PROSPERO. It included 821 documents, analyzed using categorical and co-occurrence criteria, supplemented by Bradford’s Law to examine editorial concentration. The results show sustained growth, with an accelerated increase in studies on AI since 2020. The corpus shows that critical thinking is mainly linked to active methodologies such as problem-based learning, projects, and games, and to emerging digital skills such as STEM and computational thinking; gaps still persist in the metacognitive and ethical dimensions. The hegemony of English, editorial dispersion, and low participation from Latin America were confirmed. In synthesis, it is concluded that critical thinking is a cross-cutting competency for addressing the challenges of AI in secondary education. Furthermore, this study proposes challenges for Iberoamerica to work on promoting critical thinking using AI in interdisciplinary contexts to combine three relevant dimensions in digital training: cognitive, metacognitive, and ethical. To achieve this, it is necessary to promote pedagogical strategies, teacher training, and communication, as well as advances in educational policy to promote critical algorithmic literacy.

From Support to Dependency: Exploring Student Perceptions of Generative AI

Claudio Melchior — 2026-01-05

The rapid integration of Generative Artificial Intelligence (GenAI) into education highlights the need for empirical insights into student perspectives to inform institutional policies, pedagogical strategies, and social practices. This study explored Italian university students’ perceptions of GenAI’s benefits and risks across personal, social, and academic domains. A total of 1,347 students from 24 Italian universities completed an online questionnaire. This manuscript focuses on two open-ended questions investigating perceived advantages and disadvantages of ChatGPT and similar systems, analyzed through manual coding using MaxQDA software. Results show students predominantly adopt an instrumental view of GenAI: operational benefits made up 41.6% of responses, followed by informational (14.3%) and educational advantages (10.9%). The most cited disadvantages were cognitive and learning risks (29.6%), problematic behaviors (23.6%), and technical limitations (15.4%). These findings reveal an ambivalent stance: students value GenAI’s efficiency and learning support but express concerns about intellectual dependency, diminished critical thinking, and threats to academic integrity. This study makes several key contributions: it provides the first large-scale qualitative investigation (N=1,347) of GenAI perceptions in Italian higher education, bridging the gap between qualitative depth and quantitative generalizability; it offers culturally situated insights from a non-Anglophone context, enriching the predominantly Anglo-centric literature; and it delivers evidence-based recommendations for institutional policy development grounded in actual student experiences rather than theoretical assumptions. Such insights are crucial for understanding the views of a key stakeholder group in higher education and for guiding the development of ethical usage policies, structured teacher training, and tailored student orientation initiatives. These measures aim to promote technological governance skills that preserve intellectual autonomy while harnessing GenAI’s operational benefits.

The Role of Deepfake, Deception, and Disinformation in Conflict Zones Based on DL for NLP: A Critical AI-Era Perspective

Pascal Muam Mah — 2026-01-05

The fast-paced growth of artificial intelligence (AI) has transformed contemporary information warfare, particularly in unstable, conflict-ridden regions. Among the most significant threats is the “3D-Sec” triad Deepfake, Deception, and Disinformation which exploits synthetic media, psychological manipulation, and fabricated narratives to weaken digital trust, disrupt institutions, distort learning, and influence cognitive and socio-psychological behavior. This research rigorously examines the role of 3D-Sec in conflict zones and introduces an AI-driven framework designed to identify and mitigate its repercussions on security, governance, education, cognition, and public perception. As NLP and AI-generated content becomes increasingly lifelike, the boundary between reality and fabrication blurs. Existing detection techniques often lack contextual understanding and fail to address the complex, multi-dimensional characteristics of 3D-Sec threats, including their cognitive and educational impacts. Uncontrolled 3D-Sec campaigns jeopardize privacy, obstruct peace efforts, misinform learners, and contribute to socio-psychological stress and geopolitical instability. Understanding these mechanisms is critical to protecting vulnerable populations, safeguarding education, and ensuring the integrity of digital communication during conflict. We propose a Deep Learning–Natural Language Processing (DL-NLP) approach grounded in the ‘Multidimensional Knowledge Framework for Data Analysis (6-W)’. This framework incorporates six analytical dimensions, expressed as (Wt = f(Wy, Wr, Wn, Wo, Wh )) capturing the contextual, temporal, cognitive, and socio-psychological dependencies essential for detecting 3D-Sec activities. The proposed model enhances detection capabilities by integrating semantic, situational, and cognitive indicators, enabling accurate recognition of AI-induced deceit, misinformation, and educational content manipulation. A context-sensitive, interdisciplinary defense system such as this is vital for combating AI-enhanced information threats in war-torn regions, protecting cognition, education, and societal resilience against manipulation and misinformation.

Student Perception of University Advertising in Spain: Hybrid Model

Olinda Julia Mamani Ramos — 2026-01-05

The increase in the number of universities in Spain has intensified competition to attract student enrollments at local, national, and international levels. In this context, institutions have adopted various marketing strategies, with advertising being one of the most commonly used to recruit new students. This study analyzes university students’ perceptions of advertising from public and private universities, distinguishing between rational and emotional messages, and explores how these influence academic decision-making. A qualitative focus group method was employed (14 groups), involving 66 students from eleven universities in the Madrid region, complemented by a test of two promotional videos—one from a private university and one from a public institution. Findings reveal two distinct approaches: private universities appeal to emotions such as motivation, belonging, and aspiration, while public universities prioritize rational messages focused on reputation and academic information. Although both strategies have strengths, students value balanced approaches that combine clear information with emotional connection, tailored to their profiles. This study presents and validates an innovative approach: the Hybrid Strategy Model in University Advertising, which integrates rational and emotional components to enhance communication effectiveness and decision-making, based on student perceptions gathered in focus groups. The research is justified by the limited empirical literature on university advertising in Spain, within a context of growing institutional competition.

Psychometric Validation of the Inventory of Causes of University Course Failure

Dr. David Zepeta-Hernandez — 2026-01-05

Course failure is a manifestation of low academic performance and serves as an indicator of the quality of higher education. Although questionnaires exist to study this phenomenon, validated and context-specific tools are needed to assess the multiple causes of course failure in Mexico. The objective of this study was to validate the psychometric properties of the University Course Failure Causes Inventory among Mexican students. An instrumental design was employed with a sample of 292 participants. Following a linguistic validation of the inventory, its psychometric properties were examined using factor analysis, Cronbach’s alpha, and Hancock’s omega. The mean age of participants was 20.4 ± 5.89 years, and 60.6% were male. Factor analysis confirmed a three-factor structure (pedagogical causes, academic behavior causes, and economic and health-related causes) with excellent fit indices (?²/df = 1.14, IFI = .92, CFI = .92, TLI = .90, RMSEA = .06 [90% CI: .050, .075], SRMR = .05). These dimensions allow for an understanding of how students’ individual processes interact with educational practices and external conditions. The results indicate that the inventory is a valid and reliable instrument, useful for diagnosing the causes of course failure. This information provides a solid basis for designing mentorship programs, academic support interventions, and evidence-based educational policies aimed at reducing course failure and improving educational quality.

Consumption, Trust and Credibility in the Media among Different Generations

Dr. Sergio Rodríguez-Rodríguez — 2026-01-05

The media are a key element in the socialisation of individuals. Media consumption differs between generations, as does the credibility and trust they generate. In a context where digital natives coexist with others who have had to adapt to a digitalised environment, the role of different media is under review. This makes it necessary to review the penetration of consumption of different media and see how credibility and trust are generated. The objective of this study is to analyse media consumption among different generations, the role of social media, and the trust and credibility they generate. To achieve these objectives, secondary sources were used and supplemented with a survey of 2,233 individuals from the generations studied. The results show that television consumption remains ingrained among younger people and that the digital world is cross-cutting. However, the credibility of traditional media exceeds that of social media, where people find it difficult to distinguish between true and false information.