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Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review

Author

Listed:
  • Camilo A. Velandia Rodriguez

    (Faculty of Education, Corporación Universitaria Minuto de Dios, Bogotá 111021, Colombia)

  • Andres F. Mena-Guacas

    (Faculty of Education, Universidad Cooperativa de Colombia, Campus Bogotá, Bogotá 111311, Colombia)

  • Sergio Tobón

    (CIFE University Centre, Cuernavaca 62140, Mexico)

  • Eloy López-Meneses

    (Department of Education and Social Psychology, Pablo de Olavide University, 41013 Seville, Spain
    Universidad ECOTEC, Km 13.5 Vía Samborondón, Guayaquil 092302, Ecuador)

Abstract

The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers’ digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies with publications concentrated on two of them. Interest on digital competence frameworks increased substantially in 2020.

Suggested Citation

  • Camilo A. Velandia Rodriguez & Andres F. Mena-Guacas & Sergio Tobón & Eloy López-Meneses, 2022. "Digital Teacher Competence Frameworks Evolution and Their Use in Ibero-America up to the Year the COVID-19 Pandemic Began: A Systematic Review," IJERPH, MDPI, vol. 19(24), pages 1-16, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16828-:d:1003941
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    References listed on IDEAS

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    1. Sara Dias-Trindade & Cristina Albuquerque, 2022. "University Teachers’ Digital Competence: A Case Study from Portugal," Social Sciences, MDPI, vol. 11(10), pages 1-17, October.
    2. Julio Cabero-Almenara & Julio Barroso-Osuna & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez, 2021. "The Teaching Digital Competence of Health Sciences Teachers. A Study at Andalusian Universities (Spain)," IJERPH, MDPI, vol. 18(5), pages 1-13, March.
    3. Carmen Romero-García & Olga Buzón-García & Patricia de Paz-Lugo, 2020. "Improving Future Teachers’ Digital Competence Using Active Methodologies," Sustainability, MDPI, vol. 12(18), pages 1-15, September.
    4. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
    5. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    6. Julio Cabero-Almenara & Juan-Jesús Gutiérrez-Castillo & Antonio Palacios-Rodríguez & Julio Barroso-Osuna, 2020. "Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)," Sustainability, MDPI, vol. 12(15), pages 1-14, July.
    7. Mario Grande-de-Prado & Ruth Cañón & Sheila García-Martín & Isabel Cantón, 2020. "Digital Competence and Gender: Teachers in Training. A Case Study," Future Internet, MDPI, vol. 12(11), pages 1-15, November.
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