Understanding university teachers´´ digital competencies: a systematic mapping study

Being digitally competent is an imperative requirement for the 21st century university teacher, a fact recognized by both the literature and policymakers. Although this topic has been addressed in different reviews and critical studies recently, none of them have systematically and explicitly addres...

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Detalles Bibliográficos
Autores: Novoa Hernández, Pavel, Serrano Rodr´ıguez, Rocío, Saltos Rivas, Rafael
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de La Laguna (ULL)
Repositorio:RIULL. Repositorio Institucional de la Universidad de La Laguna
OAI Identifier:oai:riull.ull.es:915/41307
Acceso en línea:http://riull.ull.es/xmlui/handle/915/41307
Access Level:acceso abierto
Palabra clave:Digital competence
University teacher
Higher education
Systematic mapping study
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spelling Understanding university teachers´´ digital competencies: a systematic mapping studyNovoa Hernández, PavelSerrano Rodr´ıguez, RocíoSaltos Rivas, RafaelDigital competenceUniversity teacherHigher educationSystematic mapping studyBeing digitally competent is an imperative requirement for the 21st century university teacher, a fact recognized by both the literature and policymakers. Although this topic has been addressed in different reviews and critical studies recently, none of them have systematically and explicitly addressed the factors that explain, or are explained by, the digital competencies of university teachers. Examples of these factors include, among others, demographic, professional and psychological aspects of university teachers, as well as very specific digital competencies. The present study seeks to close this gap through a systematic mapping of the literature published until 2021 in journals indexed by Scopus and Web of Science (WOS). Based on the selection of 53 primary studies, we characterized the literature and summarized the main results reported so far. The analysis allowed us to conclude the following: 1) there is a growing number of contributions aimed at understanding the acquisition of digital competencies, especially from external factors; 2) European, and more specifically Spanish, university teachers from multiple disciplines are the most studied population; 3) most studies adopted quantitative approaches to explain but not prove causality; 4) there is a great heterogeneity of relationships and results that explain the digital competencies of university professors. The implications of these results are discussed with a view to identifying the gaps that provide scope for future researchIngeniería Informática y de Sistemas202520252023info:eu-repo/semantics/articleapplication/pdfhttp://riull.ull.es/xmlui/handle/915/41307reponame:RIULL. Repositorio Institucional de la Universidad de La Lagunainstname:Universidad de La Laguna (ULL)InglésEducational and Information Technologies (2023) 28Licencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 Internacional)info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ESoai:riull.ull.es:915/413072026-06-22T13:13:57Z
dc.title.none.fl_str_mv Understanding university teachers´´ digital competencies: a systematic mapping study
title Understanding university teachers´´ digital competencies: a systematic mapping study
spellingShingle Understanding university teachers´´ digital competencies: a systematic mapping study
Novoa Hernández, Pavel
Digital competence
University teacher
Higher education
Systematic mapping study
title_short Understanding university teachers´´ digital competencies: a systematic mapping study
title_full Understanding university teachers´´ digital competencies: a systematic mapping study
title_fullStr Understanding university teachers´´ digital competencies: a systematic mapping study
title_full_unstemmed Understanding university teachers´´ digital competencies: a systematic mapping study
title_sort Understanding university teachers´´ digital competencies: a systematic mapping study
dc.creator.none.fl_str_mv Novoa Hernández, Pavel
Serrano Rodr´ıguez, Rocío
Saltos Rivas, Rafael
author Novoa Hernández, Pavel
author_facet Novoa Hernández, Pavel
Serrano Rodr´ıguez, Rocío
Saltos Rivas, Rafael
author_role author
author2 Serrano Rodr´ıguez, Rocío
Saltos Rivas, Rafael
author2_role author
author
dc.contributor.none.fl_str_mv Ingeniería Informática y de Sistemas
dc.subject.none.fl_str_mv Digital competence
University teacher
Higher education
Systematic mapping study
topic Digital competence
University teacher
Higher education
Systematic mapping study
description Being digitally competent is an imperative requirement for the 21st century university teacher, a fact recognized by both the literature and policymakers. Although this topic has been addressed in different reviews and critical studies recently, none of them have systematically and explicitly addressed the factors that explain, or are explained by, the digital competencies of university teachers. Examples of these factors include, among others, demographic, professional and psychological aspects of university teachers, as well as very specific digital competencies. The present study seeks to close this gap through a systematic mapping of the literature published until 2021 in journals indexed by Scopus and Web of Science (WOS). Based on the selection of 53 primary studies, we characterized the literature and summarized the main results reported so far. The analysis allowed us to conclude the following: 1) there is a growing number of contributions aimed at understanding the acquisition of digital competencies, especially from external factors; 2) European, and more specifically Spanish, university teachers from multiple disciplines are the most studied population; 3) most studies adopted quantitative approaches to explain but not prove causality; 4) there is a great heterogeneity of relationships and results that explain the digital competencies of university professors. The implications of these results are discussed with a view to identifying the gaps that provide scope for future research
publishDate 2023
dc.date.none.fl_str_mv 2023
2025
2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://riull.ull.es/xmlui/handle/915/41307
url http://riull.ull.es/xmlui/handle/915/41307
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Educational and Information Technologies (2023) 28
dc.rights.none.fl_str_mv Licencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 Internacional)
info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ES
rights_invalid_str_mv Licencia Creative Commons (Reconocimiento-No comercial-Sin obras derivadas 4.0 Internacional)
https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es_ES
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:RIULL. Repositorio Institucional de la Universidad de La Laguna
instname:Universidad de La Laguna (ULL)
instname_str Universidad de La Laguna (ULL)
reponame_str RIULL. Repositorio Institucional de la Universidad de La Laguna
collection RIULL. Repositorio Institucional de la Universidad de La Laguna
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