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Psychological and Educational Factors of Digital Competence Optimization Interventions Pre- and Post-COVID-19 Lockdown: A Systematic Review

Author

Listed:
  • Alberto Díaz-Burgos

    (Departamento de Psicología, Sociología y Filosofía, Universidad de León, 24071 León, Spain)

  • Jesús-Nicasio García-Sánchez

    (Departamento de Psicología, Sociología y Filosofía, Universidad de León, 24071 León, Spain)

  • M. Lourdes Álvarez-Fernández

    (Departamento de Psicología, Sociología y Filosofía, Universidad de León, 24071 León, Spain)

  • Sonia M. de Brito-Costa

    (Applied Research Institute, Polytechnic Institute of Coimbra, Rua da Misericórdia, Lagar dos Cortiços-São Martinho do Bispo, 3045-093 Coimbra, Portugal
    Human Potential Development Center (CDPH), Polytechnic Institute of Coimbra, Rua da Misericórdia, Lagar dos Cortiços-São Martinho do Bispo, 3045-093 Coimbra, Portugal
    Coimbra Education School, Research Group in Social and Human Sciences (NICSH), Polytechnic Institute of Coimbra, Rua Dom Joao III-Solum, 3030-329 Coimbra, Portugal
    Coimbra Education School, INED—Center for Research and Innovation in Education, Polytechnic Institute of Coimbra, Rua Dom Joao III-Solum, 3030-329 Coimbra, Portugal)

Abstract

The rapid development of the ever-changing information and communication society demands skills from its members that allow access to and adapt to the various situations that they may face. To achieve this, it is essential to acquire a set of key competencies throughout different stages of life, among which we find digital competence. This systematic review aims to analyse, through a series of focal points and indicators, the internationally published interventions in the last ten years aimed at improving digital literacy and the acquisition of this competence by students in early childhood education, primary education, and higher education, as well as professionals from various fields. The procedure followed for the selection of the interventions has been documented and graphically represented according to the PRISMA statement, with searches conducted across various databases and journals. In total, 26 studies were selected, covering the period before, during, and after the COVID-19 health lockdown, and the influence of the lockdown on the development of digital competence was examined. The obtained results show the evolution of the selected interventions in terms of general aspects, instructional and evaluative procedures, fidelity, and encountered limitations. The results demonstrate a growing concern for the development of digital competence, amplified by the needs arising during the COVID-19 lockdown and evidenced by an increase in interventions aimed at this goal. It also showcases the relationship between adequate acquisition and the nurturing of other psychoeducational variables like motivation or satisfaction.

Suggested Citation

  • Alberto Díaz-Burgos & Jesús-Nicasio García-Sánchez & M. Lourdes Álvarez-Fernández & Sonia M. de Brito-Costa, 2023. "Psychological and Educational Factors of Digital Competence Optimization Interventions Pre- and Post-COVID-19 Lockdown: A Systematic Review," Sustainability, MDPI, vol. 16(1), pages 1-51, December.
    • Handle: RePEc:gam:jsusta:v:16:y:2023:i:1:p:51-:d:1303726
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    References listed on IDEAS

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    1. Luca Bonacini & Marina Murat, 2023. "Beyond the Covid-19 pandemic: remote learning and education inequalities," Empirica, Springer;Austrian Institute for Economic Research;Austrian Economic Association, vol. 50(1), pages 207-236, February.
    2. 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.
    3. Nieves Gutiérrez Ángel & Isabel Mercader Rubio & Rubén Trigueros Ramos & Nieves Fátima Oropesa Ruiz & Jesús Nicasio García-Sánchez & Judit García Martín, 2022. "Digital Competence, Use, Actions and Time Dedicated to Digital Devices: Repercussions on the Interpersonal Relationships of Spanish Adolescents," IJERPH, MDPI, vol. 19(16), pages 1-9, August.
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