Digital Teaching Competence in Higher Education Frameworks
Scoping Review
DOI:
https://doi.org/10.25749/sis.41209Keywords:
digital teaching competencies, assessment frameworks, higher education, scoping reviewAbstract
Digital teaching competence (DTC) has become a central element in higher education, driven by digital transformation in education and the need for innovative pedagogical practices. This study conducts a Scoping Review, based on 23 scientific articles (2019-2024), following the PRISMA protocol to map and analyze the main frameworks used to assess DTC in higher education. The results indicate that DigCompEdu is the most predominant model (16 studies), followed by MCCDD (INTEF) (3 studies) and TPACK (2 studies), highlighting the influence of European frameworks as well as adaptations to regional contexts, such as China’s TDL. The analysis reveals that Spain has the highest number of publications (11 studies), reflecting its alignment with the European Union’s digital education policies. Additionally, the COVID-19 pandemic significantly increased the relevance of these frameworks, particularly in digital assessment and hybrid teaching. Among the identified challenges are cultural adaptation, practical implementation, and teacher engagement in training programs. The study concludes that frameworks are essential for guiding DTC development but require institutional support and customization to meet local demands.
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