Teachers’ digital competencies: a systematic review
DOI:
https://doi.org/10.5281/zenodo.21288301Keywords:
digital skills, strategies, gapsAbstract
This research analyzes teachers' digital competencies. The PRISMA 2020 methodology was used, allowing for the review of articles published between 2023 and 2026. Articles in English were selected as inclusion criteria. The search for articles was conducted in the Scopus and SciELO databases. The search terms were: "digital competence" AND "teachers". A total of 1,051 articles were retrieved, of which 12 were selected from Scopus and 8 from SciELO, for a total of 20 articles included in the analysis. The study concludes that teachers' digital competencies are fundamental for integrating technology into teaching, improving professional performance, and fostering meaningful learning and critical thinking. Their development depends on motivation, access to resources, and ongoing training, although areas such as digital content creation still need strengthening. Strengthening these competencies requires ongoing training programs, institutional support, and adequate infrastructure. Gaps persist related to technological access and the study of emerging technologies such as artificial intelligence, highlighting the need for further research for inclusive and sustainable digital education.
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