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

[EN] 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 establi...

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Detalhes bibliográficos
Autores: Basantes-Andrade, Andrea, Casillas-Martín, Sonia, Cabezas González, Marcos, Naranjo-Toro, Miguel, Guerra-Reyes, Frank
Tipo de documento: artigo
Data de publicação:2022
País:España
Recursos:Universidad de Salamanca (USAL)
Repositório:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/153617
Acesso em linha:http://hdl.handle.net/10366/153617
Access Level:Acceso aberto
Palavra-chave:Teacher digital competence
Teacher training
Competence dimensions
Digital competence standards
Higher education
Systematic review
Digital competence models
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spelling Standards of Teacher Digital Competence in Higher Education: A Systematic Literature ReviewBasantes-Andrade, AndreaCasillas-Martín, SoniaCabezas González, MarcosNaranjo-Toro, MiguelGuerra-Reyes, FrankTeacher digital competenceTeacher trainingCompetence dimensionsDigital competence standardsHigher educationSystematic reviewDigital competence models[EN] 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.MDPIhttps://doi.org/10.3390/su142113983202320232022info:eu-repo/semantics/articlehttp://hdl.handle.net/10366/153617reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)Inglésinfo:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1536172026-06-07T06:28:51Z
dc.title.none.fl_str_mv Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
title Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
spellingShingle Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
Basantes-Andrade, Andrea
Teacher digital competence
Teacher training
Competence dimensions
Digital competence standards
Higher education
Systematic review
Digital competence models
title_short Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
title_full Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
title_fullStr Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
title_full_unstemmed Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
title_sort Standards of Teacher Digital Competence in Higher Education: A Systematic Literature Review
dc.creator.none.fl_str_mv Basantes-Andrade, Andrea
Casillas-Martín, Sonia
Cabezas González, Marcos
Naranjo-Toro, Miguel
Guerra-Reyes, Frank
author Basantes-Andrade, Andrea
author_facet Basantes-Andrade, Andrea
Casillas-Martín, Sonia
Cabezas González, Marcos
Naranjo-Toro, Miguel
Guerra-Reyes, Frank
author_role author
author2 Casillas-Martín, Sonia
Cabezas González, Marcos
Naranjo-Toro, Miguel
Guerra-Reyes, Frank
author2_role author
author
author
author
dc.subject.none.fl_str_mv Teacher digital competence
Teacher training
Competence dimensions
Digital competence standards
Higher education
Systematic review
Digital competence models
topic Teacher digital competence
Teacher training
Competence dimensions
Digital competence standards
Higher education
Systematic review
Digital competence models
description [EN] 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.
publishDate 2022
dc.date.none.fl_str_mv 2022
2023
2023
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/153617
url http://hdl.handle.net/10366/153617
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv MDPI
https://doi.org/10.3390/su142113983
publisher.none.fl_str_mv MDPI
https://doi.org/10.3390/su142113983
dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.198674

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