Understanding teacher digital competence in the framework of social sustainability: a systematic review

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 consi...

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Autores: Calle Cabrera, Ana María de la, Pacheco Costa, Alejandra, Gómez Ruiz, Miguel Ángel, Guzmán Simón, Fernando
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/134886
Acceso en línea:https://hdl.handle.net/11441/134886
https://doi.org/10.3390/su132313283
Access Level:acceso abierto
Palabra clave:Digital competence of teachers
Social sustainability
Systematic review
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spelling Understanding teacher digital competence in the framework of social sustainability: a systematic reviewCalle Cabrera, Ana María de laPacheco Costa, AlejandraGómez Ruiz, Miguel ÁngelGuzmán Simón, FernandoDigital competence of teachersSocial sustainabilitySystematic reviewDue 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.MDPIDidáctica de la Lengua y la Literatura y Filologías IntegradasEducación Artística2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/134886https://doi.org/10.3390/su132313283reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésSustainability, 13 (23), 1-17.https://doi.org/10.3390/su132313283info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1348862026-06-17T12:51:07Z
dc.title.none.fl_str_mv Understanding teacher digital competence in the framework of social sustainability: a systematic review
title Understanding teacher digital competence in the framework of social sustainability: a systematic review
spellingShingle Understanding teacher digital competence in the framework of social sustainability: a systematic review
Calle Cabrera, Ana María de la
Digital competence of teachers
Social sustainability
Systematic review
title_short Understanding teacher digital competence in the framework of social sustainability: a systematic review
title_full Understanding teacher digital competence in the framework of social sustainability: a systematic review
title_fullStr Understanding teacher digital competence in the framework of social sustainability: a systematic review
title_full_unstemmed Understanding teacher digital competence in the framework of social sustainability: a systematic review
title_sort Understanding teacher digital competence in the framework of social sustainability: a systematic review
dc.creator.none.fl_str_mv Calle Cabrera, Ana María de la
Pacheco Costa, Alejandra
Gómez Ruiz, Miguel Ángel
Guzmán Simón, Fernando
author Calle Cabrera, Ana María de la
author_facet Calle Cabrera, Ana María de la
Pacheco Costa, Alejandra
Gómez Ruiz, Miguel Ángel
Guzmán Simón, Fernando
author_role author
author2 Pacheco Costa, Alejandra
Gómez Ruiz, Miguel Ángel
Guzmán Simón, Fernando
author2_role author
author
author
dc.contributor.none.fl_str_mv Didáctica de la Lengua y la Literatura y Filologías Integradas
Educación Artística
dc.subject.none.fl_str_mv Digital competence of teachers
Social sustainability
Systematic review
topic Digital competence of teachers
Social sustainability
Systematic review
description 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.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/134886
https://doi.org/10.3390/su132313283
url https://hdl.handle.net/11441/134886
https://doi.org/10.3390/su132313283
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Sustainability, 13 (23), 1-17.
https://doi.org/10.3390/su132313283
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv MDPI
publisher.none.fl_str_mv MDPI
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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