Since the COVID-19 pandemic, educational institutions have emphasized the employ of information technologies in academic processes. It is increasingly important to integrate these technologies into teaching strategies and practices, as well as in the digital literacy of students and teachers. The importance lies not only in having digital skills but in how to apply them in the teaching and learning process. This research explores the relationship between constructivism based teaching methods, and digital literacy from the perception of Mexican students. Two scales were applied online using Google Forms. The classroom was visited to seek the support of the students, with prior authorization from school authorities. 263 participants with an average age of 17 years. Informed consent was required from each subject. The voluntary participation of the students was appreciated. Confidentiality in their responses was guaranteed. One scale explores the constructivism based teaching method, composed of 46 items on a Likert-type scale with five response options ranging from never to always. A second scale explores digital literacy, composed of nine items with response options on a Likert scale, from no literacy to familiar. Both scales underwent exploratory factor analysis with orthogonal rotation, as well as a reliability analysis using Cronbach's alpha. Subsequently, a correlation analysis between both scales was conducted using SPSS v. 19. The constructivism based teaching scale, a second-order factor analysis with orthogonal rotation was performed, resulting in a factor composed of 44 items. The total variance explained is 76.1% with a Cronbach's Alpha coefficient of .971. The digital maturity scale consisted of two factors with 53.32% of explained variance, a Cronbach's alpha coefficient of .814. The correlations between both scales were statistically significant. The discussion will address the analysis of the relationship between constructivism based teaching methods and the digital literacy perceived by students.