Digital competence in education: a systematic review
DOI:
https://doi.org/10.5281/zenodo.14559748Keywords:
competence, digital, ICT, literacy, educationAbstract
The study aimed to analyze the development and use of digital competencies in education, especially in the post-pandemic context, examining how information and communication technologies (ICT) are integrated into teaching-learning processes. A qualitative analysis of 22 articles obtained from the Scopus database, published between 2020 and 2024, was carried out using the PRISMA method. Although digital skills were already relevant before the pandemic, the study revealed that both teachers and students still face challenges in effectively using digital tools. However, there is a positive attitude towards digital learning, and several experimental studies show significant improvements in digital skills after participating in specific training programs. Likewise, the need to strengthen Internet access and provide adequate equipment and software is identified, which must be supported by effective public policies. In conclusion, it is crucial to reinforce digital skills in education through training programs and adequate technological infrastructure. The state commitment to the design of inclusive policies and the positive disposition of educational actors are key to closing digital gaps and optimizing the learning.
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