Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review

Andrea Basantes-Andrade (), Sonia Casillas-Martín, Marcos Cabezas-González, Miguel Naranjo-Toro and Frank Guerra-Reyes
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Andrea Basantes-Andrade: Network Science Research Group e-CIER, Faculty of Education, Science and Technology, Universidad Técnica del Norte, Ibarra 100105, Ecuador
Sonia Casillas-Martín: Faculty of Education, Universidad de Salamanca, 37008 Salamanca, Spain
Marcos Cabezas-González: Faculty of Education, Universidad de Salamanca, 37008 Salamanca, Spain
Miguel Naranjo-Toro: Network Science Research Group e-CIER, Faculty of Education, Science and Technology, Universidad Técnica del Norte, Ibarra 100105, Ecuador
Frank Guerra-Reyes: Network Science Research Group e-CIER, Faculty of Education, Science and Technology, Universidad Técnica del Norte, Ibarra 100105, Ecuador

Sustainability, 2022, vol. 14, issue 21, 1-26

Abstract: In a society marked by continuous technological changes in favor of education, digital competence is an unavoidable feature in the professional profile of the university teaching staff. This systematic literature review aims at answering the following questions: what basic standards are established by the literature for teacher training in digital competence to strengthen their work inside and outside the classroom? What models or frameworks do they use as references? What are university professors’ training needs? What contributions have been made in this line of study and what technologies are recommended for teacher training in digital competence? Based on the four phases of the PRISMA flowchart: identification, selection, eligibility, and inclusion, the articles indexed in the Web of Science, Scopus, and Scielo databases, both in English and Spanish, and published in 2015 until the end of May 2022, were analyzed. The initial search resulted in a total of 187 potentially useful articles, 26 of which met the inclusion and quality criteria. The authors of the selected papers concur in identifying the dimensions of competence and, subsequently, in establishing the standards, direction, and focus of training.

Keywords: teacher digital competence; teacher training; competence dimensions; digital competence standards; higher education; systematic review; digital competence models (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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