Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review

Ana María De la Calle, Alejandra Pacheco-Costa, Miguel Ángel Gómez-Ruiz and Fernando Guzmán-Simón
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Ana María De la Calle: Department of Didactics of Language and Literature and Integrated Philologies, Faculty of Education, Universidad de Sevilla, Pirotecnia s/n., 41013 Sevilla, Spain
Alejandra Pacheco-Costa: Department of Arts Education, Faculty of Education, Universidad de Sevilla, Pirotecnia s/n., 41013 Sevilla, Spain
Miguel Ángel Gómez-Ruiz: Didactics Department, Faculty of Education, Universidad de Cádiz, Avenida República Árabe Saharaui s/n., 11519 Puerto Real, Spain
Fernando Guzmán-Simón: Department of Didactics of Language and Literature and Integrated Philologies, Faculty of Education, Universidad de Sevilla, Pirotecnia s/n., 41013 Sevilla, Spain

Sustainability, 2021, vol. 13, issue 23, 1-17

Abstract: Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.

Keywords: digital competence of teachers; social sustainability; 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 (7)

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