Digital Teaching Competence of University Teachers: A Systematic Review of the Literature

Abstract

The digital teaching competence is an emerging issue in scientific literature. However, despite existence of different frameworks that define it, most of them are focused on the pre-university level. This article presents the results of a systematic review of the literature on the digital teaching competence of university teachers, in the Web of Science and Scopus scientific databases. According to the results, university teachers must be competent enough to meet the new challenges of today's digital society. This digital competence, both technical and pedagogical, allows teachers to enrich their teaching, develop the digital competence of their students and continue to develop professionally. Regarding their level of digital teaching competence, most university teachers seem to have adequate technical digital competence. Nevertheless, the results regarding the pedagogical use of technologies are different, with lower levels being found in the use of technologies for their own teaching development.

Technological Platforms for Inclusive Practice at University: A Qualitative Analysis from the Perspective of Spanish Faculty Members

“…With regard to the competence area, several studies have highlighted the difficulties related to the use of LMSs by faculty members [27,41,42,62,63], suggesting the promotion of specific technopedagogical training programmes in addition to improving the predisposition toward the use of these environments, which are aspects that have been widely studied and have been related to the potential of these media to respond to the educational needs of students [37,38]. In a precursor to this work, and despite the fact that universities offer a wide range of courses for training in the use of LMS, Author et al [43] already pointed out the advisability of attending to professional development with training programmes that enable the use of these technological resources with students with disabilities.…”

“…The challenges posed by these changes, together with the poor preparation of faculty in the use of LMS, are currently evident [37]. Universities are finding it difficult to convert these virtual environments into learning environments that increase accessibility for persons with disabilities, which makes it necessary to guide faculty members in this transition [38].…”

Validación de una plataforma de evaluación formativa de la competencia digital docente en tiempos de Covid-19

“…En los últimos años han aparecido distintos estudios que analizan la CDD del profesorado universitario (Esteve et al, 2020a). Gran parte de estas investigaciones evidencian que el profesorado posee, en general, un nivel medio-alto en habilidades técnicas, destacando aspectos informacionales y comunicativos (Rangel y Peñalosa, 2013).…”

“…Esta competencia comprende el conjunto de habilidades, conocimientos y actitudes que deben poner en juego los docentes para facilitar el aprendizaje de los alumnos a través del diseño y aplicación de prácticas formativas ajustadas al contexto digital (Gisbert et al, 2016). La CDD permite al profesorado responder a los desafíos de la sociedad digital, potenciar el proceso de enseñanza-aprendizaje y continuar desarrollándose profesionalmente, colaborando con otros colegas y actualizándose; e incrementar también la competencia digital (CD) de su estudiantado, una competencia clave para su empoderamiento y ciudadanía digital (Esteve et al, 2020a).…”

Pedagogical aspects of the development of teacher’s digital competence

“…University teachers need to be competent enough to meet the new challenges of today's digital society. This digital competence, both technical and pedagogical, allows teachers to enrich their teaching, develop the digital competence of their students and continue their professional development (ESTEVE, LLOPIS, ADELL, 2020).…”