Pedagogical strategies with technology have an impact on university academic teaching. Hence, there is a need to develop competencies that allow the efficient use of various digital resources. The present study validated through a confirmatory factor analysis the constructs proposed in the CUTIC-28 in a sample of 318 Peruvian university students. It was a quantitative approach research at a descriptive level and based on a non-experimental design. The results demonstrated, as reflected in each metric of the confirmatory factor analysis (CFA), the theoretical and empirical sustainability of the original questionnaire to assess the frequency and extent of ICT use in Peruvian university students; the set of data reported offers the certainty that it is a defensible and sustainable factorial model. The covariances and correlations between the dimensions and subdimensions are highly significant and positive, and, therefore, the factorial structure is confirmed by the sample data. The confirmed scale has adequate properties that allow it to be considered a valid and reliable measure in future research, even after adding other variables, such as gender, age, and type of university, among the variables of interest that show significant differences. The results also show that there is still a knowledge gap to be covered.