Sustainability and Digital Teaching Competence in Higher Education

Pilar Colás-Bravo, Jesús Conde-Jiménez and Salvador Reyes- de-Cózar
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Pilar Colás-Bravo: Department of Research Methods and Diagnosis in Education, University of Seville, 41013 Seville, Spain
Jesús Conde-Jiménez: Department of Theory and History of Education and Social Pedagogy, University of Seville, 41013 Seville, Spain
Salvador Reyes- de-Cózar: Department of Communication and Education, Universidad Loyola Andalucía, 41704 Dos Hermanas, Spain

Sustainability, 2021, vol. 13, issue 22, 1-17

Abstract: This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.

Keywords: teacher digital competence; sustainability; educational quality; inclusion; lifelong learning; higher education; teachers; teaching; systematic review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (10)

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