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Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review

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  • Ana María De la Calle

    (Department of Didactics of Language and Literature and Integrated Philologies, Faculty of Education, Universidad de Sevilla, Pirotecnia s/n., 41013 Sevilla, Spain)

  • Alejandra Pacheco-Costa

    (Department of Arts Education, Faculty of Education, Universidad de Sevilla, Pirotecnia s/n., 41013 Sevilla, Spain)

  • Miguel Ángel Gómez-Ruiz

    (Didactics Department, Faculty of Education, Universidad de Cádiz, Avenida República Árabe Saharaui s/n., 11519 Puerto Real, Spain)

  • Fernando Guzmán-Simón

    (Department of Didactics of Language and Literature and Integrated Philologies, Faculty of Education, Universidad de Sevilla, Pirotecnia s/n., 41013 Sevilla, Spain)

Abstract

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.

Suggested Citation

  • Ana María De la Calle & Alejandra Pacheco-Costa & Miguel Ángel Gómez-Ruiz & Fernando Guzmán-Simón, 2021. "Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review," Sustainability, MDPI, vol. 13(23), pages 1-17, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:23:p:13283-:d:692126
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    References listed on IDEAS

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    2. Nieves Gutiérrez-Ángel & Jesús-Nicasio García-Sánchez & Isabel Mercader-Rubio & Judit García-Martín & Sonia Brito-Costa, 2022. "Digital Competence, Validation and Differential Patterns between Spanish and Portuguese Areas as Assessed from the Latest PISA Report as a Pathway to Sustainable Education and Social Concerns," Sustainability, MDPI, vol. 14(19), pages 1-24, October.
    3. Monica Claudia Grigoroiu & Bianca Tescașiu & Cristinel Petrișor Constantin & Cristina Țurcanu & Alina Simona Tecău, 2024. "Extended Learning through After-School Programs: Supporting Disadvantaged Students and Promoting Social Sustainability," Sustainability, MDPI, vol. 16(17), pages 1-28, September.
    4. Patricia Vázquez-Villegas & Patricia Caratozzolo & Vianney Lara-Prieto & Jorge Membrillo-Hernández, 2023. "A Review on the Advances in Socially Oriented Education," Sustainability, MDPI, vol. 15(23), pages 1-15, November.
    5. Gabriel Martínez-Rico & Mauro Alberola-Albors & Carlos Pérez-Campos & Rómulo J. González-García, 2021. "Physical Education Teachers’ Perceived Digital Competences: Are They Prepared for the Challenges of the New Digital Age?," Sustainability, MDPI, vol. 14(1), pages 1-10, December.
    6. Karina Cicha & Paulina Rutecka & Mariia Rizun & Artur Strzelecki, 2022. "Distance Learning Support Measures for Teachers in Poland during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(13), pages 1-15, June.

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