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The purpose of this article is to analyze the main learning difficulties at the university level, identifying their causes, manifestations and consequences, as well as proposing intervention strategies that contribute to improving academic performance and educational inclusion. through a theoretical review and an applied diagnostic, this study aims to provide elements that enable higher education institutions to develop more equitable and supportive environments for their students. This methodological combination facilitated a comprehensive understanding of the problem, allowing for the comparison of objective data with subjective perceptions and experiences, thus enriching the analysis and interpretation of the results. Using a mixed-methods (quantitative-qualitative) approach, an instrument was applied that revealed that when digital resources are used for academic purposes, such as information retrieval, assignment preparation, participation in virtual classes, or access to digital libraries, technology becomes a pedagogical ally that enhances comprehension, collaboration, and motivation. However, the excessive or inappropriate use of electronic devices and social networks can generate technological distractions, affecting concentration, time management, and academic performance
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
