Digital Competencies in Higher Education: A Systematic Review of ICT and Virtual Environments

Digital transformation in higher education requires understanding how information and communication technologies (ICTs) and virtual learning environments (VLEs) contribute to the development of digital competencies in students and teachers. The purpose of this study was to identify the conceptual frameworks, instruments, and techno-pedagogical strategies used to assess and strengthen digital competencies in higher education. Methodology: A systematic literature review was conducted using a qualitative approach, following the SALSA model and PRISMA-ScR criteria. Twenty-seven studies published between 2022 and 2025 were selected from indexed databases such as Scopus, ERIC, and SciELO. The findings show a growing integration of ICTs in VLEs, supported by frameworks such as DigCompEdu, TPACK, and COMDID. Interventions based on LMS platforms, Web 2.0 tools, and educational artificial intelligence predominate, although methodological weaknesses persist in the validation of instruments. The study's objective was achieved, demonstrating substantial progress and emerging trends toward a more critical, ethical, and inclusive digital competence, although challenges remain regarding systematization and sustained evaluation.