TEACHER DIGITAL COMPETENCE: A SYSTEMATIC LITERATURE REVIEW

Abstract

The present article conducts a systematic literature review on teachers’ digital competence, aiming to understand how this construct has been developed, operationalized, and assessed within teacher education contexts. The central issue lies in the rapid pace of technological transformation and the growing demands for pedagogical practices mediated by information and communication technologies (ICT), contexts in which many teachers still exhibit gaps in their digital and methodological skills. The general objective is to map and analyze empirical studies published between 2015 and 2024 that investigated teachers’ digital competence, as well as to identify models, assessment instruments, and research gaps. To this end, a systematic review methodology was adopted, following protocols similar to PRISMA, and selecting articles indexed in databases such as Web of Science, Scopus, and others, in English and Spanish, with samples of basic and higher education teachers. The main results reveal a diversity of theoretical models, such as DigCompEdu (digital competence areas for educators) and TPACK, various self-assessment instruments, and teachers’ perceptions indicating medium or low levels of digital competence, alongside a strong emphasis on initial and continuing teacher education. The most relevant conclusions indicate that, although there has been progress in recognizing teachers’ digital competence, gaps remain regarding the articulation between training, pedagogical practice, and impact evaluation, as well as the need for contextualized public policies and professional development programs. It is therefore recommended that future research deepen longitudinal investigations, with emphasis on the reliability of assessment instruments and on the interfaces between digital competence and teaching quality.