Abstract
This paper analyzes resistance to ICT use among university students in Ecuador, highlighting technological anxiety and disinterest as key factors. Using an empirical methodology, data from 293 youths were collected through online surveys.
The results indicate that technological anxiety and disinterest in ICT are significant predictors of resistance, while technological self-efficacy showed no significant relationship. It suggests that the adoption of pedagogical strategies that increase familiarization and training in ICT can mitigate resistance.
This analysis contributes to the development of educational policies that promote the effective use of ICT, emphasizing the importance of updating educational programs and integrating emerging technologies to improve higher education. The study underscores the need to address resistance to ICT through a holistic approach that considers technological, pedagogical, and organizational aspects, preparing students for a digitalized world.
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