Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review

Abstract

In a society marked by continuous technological changes in favor of education, digital competence is an unavoidable feature in the professional profile of the university teaching staff. This systematic literature review aims at answering the following questions: what basic standards are established by the literature for teacher training in digital competence to strengthen their work inside and outside the classroom? What models or frameworks do they use as references? What are university professors’ training needs? What contributions have been made in this line of study and what technologies are recommended for teacher training in digital competence? Based on the four phases of the PRISMA flowchart: identification, selection, eligibility, and inclusion, the articles indexed in the Web of Science, Scopus, and Scielo databases, both in English and Spanish, and published in 2015 until the end of May 2022, were analyzed. The initial search resulted in a total of 187 potentially useful articles, 26 of which met the inclusion and quality criteria. The authors of the selected papers concur in identifying the dimensions of competence and, subsequently, in establishing the standards, direction, and focus of training.

Higher Education in the Pacific Alliance: Descriptive and Exploratory Analysis of the Didactic Potential of Virtual Reality

“…The self-concept expressed by PA professors about their digital skills was low ( 2). These results are in line with the self-concepts of digital competence of profess the entire Latin American and Caribbean region [17,18,25,26], which shows that the no significant differences between the perceptions of digital competence of profess the PA countries with respect to professors in the countries of the region. The resul tained here show that professors' ratings of their digital skills are much more disp than the VR ratings (with a coefficient of variation of 41.26%, compared to variatio no more than 30% in the VR ratings).…”

“…Regarding the digital skills of Latin American professors, the literature reveals that self-concept in this regard is low [25,26], regardless of the area of knowledge [17,18]. These low ratings are very uniform among faculty, especially in technical areas [18], although with a greater dispersion in areas such as health sciences [27].…”

Learners’ career choices in STEM education: A review of empirical studies

“…The search used these keywords to focus on learners' learner choices with STEM. We used the PRISMA flowchart (Basantes-Andrade et al, 2022) to systematically show the number of articles identified, included, and excluded and explain the exclusions' reasons. We did not limit our search to a specific period.…”

Teacher management and its impact on job satisfaction in higher education: A case study in Peru

“…The evaluative process must be determined by key aspects: Object, what is evaluated; purpose, why is it evaluated; procedure, how is it evaluated; instruments, with what is it evaluated; stages or moments, when is it evaluated; and agents, who evaluates (Guzmán Marín, 2018). On the other hand, training strengthens teachers' competence in research, social responsibility, management processes, and personal aspects (Basantes-Andrade et al, 2022), which will give them greater representativeness in their field of action (Table 5).…”