Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
[EN] 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 establi...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Salamanca (USAL) |
| Repositorio: | GREDOS. Repositorio Institucional de la Universidad de Salamanca |
| OAI Identifier: | oai:gredos.usal.es:10366/153617 |
| Acceso en línea: | http://hdl.handle.net/10366/153617 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher digital competence Teacher training Competence dimensions Digital competence standards Higher education Systematic review Digital competence models |
| Sumario: | [EN] 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. |
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