Teacher training in digital skills, independent learning, and equity in higher education
DOI:
https://doi.org/10.5281/zenodo.21927488Keywords:
Teacher training, digital skills, autonomous learning, educational equityAbstract
This article analyzed the scientific literature on teacher training in digital and pedagogical competencies aimed at promoting independent learning and educational equity in universities. Methodologically, the scientific literature in Scopus was analyzed for the 2020–2025 period, using a mixed-methods design that combines bibliometrics and a systematic review. Strategies for teacher training were explored, identifying validated models and emerging methodological approaches. Initially, 36 records were retrieved from Scopus. After an initial review, four articles were excluded because they did not align with the central focus of the research—topics related to basic education or purely technical engineering issues; the full texts of the remaining 32 articles were analyzed, and two documents were discarded because they were study protocols without final results, resulting in a final sample of 30 scientific articles for qualitative synthesis and discussion analysis. The results revealed an abundance of literature focused on technical and instrumental competence, contrasting with the scarcity of studies on digital equity and inclusion. The conclusions indicated that, for training strategies to be effective, it is not enough to simply teach how to use ICTs; it is also necessary to move toward models that connect with the reality of each context, encourage reflection, and have strong institutional support.
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