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Digital Teaching Competence: A Systematic Review

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  • Francisco-Ignacio Revuelta-Domínguez

    (Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain)

  • Jorge Guerra-Antequera

    (Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain)

  • Alicia González-Pérez

    (Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain)

  • María-Inmaculada Pedrera-Rodríguez

    (Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, 10003 Cáceres, Spain)

  • Alberto González-Fernández

    (Department of Educational Sciences, Faculty of Education and Psychology, University of Extremadura, 06006 Badajoz, Spain)

Abstract

This systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria.

Suggested Citation

  • Francisco-Ignacio Revuelta-Domínguez & Jorge Guerra-Antequera & Alicia González-Pérez & María-Inmaculada Pedrera-Rodríguez & Alberto González-Fernández, 2022. "Digital Teaching Competence: A Systematic Review," Sustainability, MDPI, vol. 14(11), pages 1-15, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:11:p:6428-:d:823082
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    References listed on IDEAS

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    1. Esther Garzón Artacho & Tomás Sola Martínez & José Luís Ortega Martín & José Antonio Marín Marín & Gerardo Gómez García, 2020. "Teacher Training in Lifelong Learning—The Importance of Digital Competence in the Encouragement of Teaching Innovation," Sustainability, MDPI, vol. 12(7), pages 1-13, April.
    2. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    3. Alessandro Liberati & Douglas G Altman & Jennifer Tetzlaff & Cynthia Mulrow & Peter C Gøtzsche & John P A Ioannidis & Mike Clarke & P J Devereaux & Jos Kleijnen & David Moher, 2009. "The PRISMA Statement for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation and Elaboration," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-28, July.
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    Cited by:

    1. Tomczyk, Łukasz, 2024. "Digital competence among pre-service teachers: A global perspective on curriculum change as viewed by experts from 33 countries," Evaluation and Program Planning, Elsevier, vol. 105(C).
    2. Lavinia Cornelia Butum & Luminița Nicolescu & Sergiu Octavian Stan, 2022. "Developing Global Competences via University Internationalization Activities—A Comparative Analysis of Business Students’ Opinions before and during the COVID-19 Pandemic Crisis," Sustainability, MDPI, vol. 14(21), pages 1-30, November.

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