Digital teaching competencies and students success: a systematic review
DOI:
https://doi.org/10.29352/mill0228.41576Keywords:
Keywords: digital competencies; teachers; digital technology; performance; studentsAbstract
Introduction: Digital teaching competences are now a priority requirement for achieving and promoting student academic success.
Objective: To establish the impact of digital competences on students' academic performance.
Methods: A systematic review was conducted based on the PRISMA methodology. The search process was based on inclusion and exclusion criteria, which considered the Scopus and WoS databases, year of publication, language, and type of study.
Results: Twenty-five papers were considered eligible for review. It was found that the year 2021 registered the highest scientific production on the topic; Scopus was the most used database for publications, and the predominant research methodology was quantitative.
Conclusion: It is highlighted that digital competences in teaching have a direct impact on students' motivation and favour their academic performance. However, challenges were observed in the acquisition and acceptance of technology by the teaching community, including cognitive and personal factors, difficulties related to teaching skills, administrative burden, teaching tasks, access to technologies, and management of digital tools.
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