Abstract:

In the contemporary Higher Education landscape, digital competencies have moved from the periphery to a central position, dictated by the ubiquity of content repositories, virtual learning environments, and digital administrative workflows. Within this increasingly decentralized academic ecosystem, the absence of these proficiencies poses a significant risk to student integration and progression.

This study contends that integrating digital competencies as a core programmatic pillar is essential for mitigating vulnerabilities associated with academic dropout. Our research is grounded in a case study conducted at Iscte-University Institute of Lisbon, specifically examining the pedagogical interventions of the IN-Iscte – A Space to Grow project, in collaboration with the Soft Skills Lab (LCT-Iscte) regarding digital literacy and academic writing.

Empirical evidence indicates that students with limited digital capital face substantial practical barriers, including difficulties accessing digital libraries, managing institutional communication, and meeting online submission deadlines, as well as affective barriers such as heightened anxiety and diminished self-confidence. These factors ultimately culminate in reduced participation and an elevated risk of academic failure.

In that regard, this paper suggests that the institutionalization of comprehensive digital literacy programs featuring both foundational and continuous training, user-centric institutional platform policies, and structured tutoring mechanisms can translate digital proficiency into measurable academic advantages. This study reinforces the imperative need to frame digital literacy not as an optional supplement, but as a structural determinant of academic success.

Keywords:

Academic success, Digital skills, Soft skills, Academic integration.