This article addresses the use of digital tools to strengthen basic cognitive processes in 19 university students, aged between 21 and 25 years old, using a questionnaire of 18 questions to measure the use of tech-no-logical tools and the Stroop test of colors and words in physical format to assess basic cognitive processes such as attention, perception, and memory. The methodology had a quantitative, non-experimental design of descriptive correlational type, where the applied instruments were taken in group sessions evidencing the results in tables for a broader analysis. The results show a positive relationship between the use of technologies and the development of basic cognitive processes, that is, students who make frequent use of technologies present better performance in their tasks since their cognitive skills are optimal, which is why the potential of these tools for learning in academic contexts is highlighted. These findings underscore the importance of integrating innovative and modern approaches in higher education to enhance cognitive performance and adapt to the needs of students in an increasingly digitized environment.