Research Competencies Mediated by Technologies: A Systematic Mapping of the Literature

Abstract

This study starts from the need to identify which are the research competencies mediated by technologies, required to support the acquisition of knowledge in higher education institutions. The work developed here aims to analyze the scientific production related to the subject with the intention of identifying current research trends. To achieve this, the method of systematic review of literature adjusted to social sciences was used, taking as a source of information the Scopus database. The results indicate that most of the scientific texts have been produced in English, and that the treatment of the topic has been constantly developed since 2016, mostly from the approach of the relationship between research strategies with digital literacy, information literacy, access to digital library databases and the development of critical thinking.

Gender Digital Divide and Women's Digital Inclusion: A Systematic Mapping

“…This paper is a systematic mapping study of relevant research on GDD and women's digital inclusion by implementing a quantifiable analysis of seven databases from 2017 to 2021 to identify international research trends about GDD and women's digital inclusion through a collection and classification of the literature on the subject as various authors in other topics and areas of knowledge have previously performed (García-González & Ramírez-Montoya, 2019;George Reyes & Glasserman-Morales, 2021;Ruiz-Ramírez & Glasserman-Morales, 2021).…”

Revisión sistemática sobre competencias de investigación en estudiantes de educación superior

“…Si bien la búsqueda fue realizada en las bases de datos CINAHL, Scopus y ERIC, y se incluyeron artículos publicados hasta 2018, esta revisión tuvo un alcance limitado y, por lo tanto, excluyó instrumentos que medían la competencia en campos no clínicos. En otra revisión se sistematizó la producción científica sobre CI mediadas por tecnologías, tomando como fuente de información la base de datos Scopus en el período 2016-2020; sin embargo, el análisis se restringió solo al desarrollo de la alfabetización informacional, pensamiento crítico y acceso a recursos digitales (George & Glasserman, 2021). En otra se analizaron estudios sobre CI en Educación Superior sin distinción de área.…”