Competencia Digital Docente en Marcos de Educación Superior
Scoping Review
DOI:
https://doi.org/10.25749/sis.41209Palabras clave:
competencias digitales docentes, marcos de evaluación, educación superior, scoping reviewResumen
La competencia digital docente (CDD) se ha convertido en un elemento central en la educación superior, impulsada por la transformación digital en la educación y la necesidad de prácticas pedagógicas innovadoras. Este estudio realiza una Scoping Review, basada en 23 artículos científicos (2019-2024), siguiendo el protocolo PRISMA para mapear y analizar los principales marcos utilizados en la evaluación de la CDD en la educación superior. Los resultados indican que el DigCompEdu es el modelo más predominante (16 estudios), seguido por el MCCDD (INTEF) (3 estudios) y TPACK (2 estudios), evidenciando la influencia de referenciales europeos, pero también la adaptación a contextos regionales, como el China’s TDL. El análisis revela que España concentra el mayor número de publicaciones (11 estudios), reflejando su alineación con las políticas educativas digitales de la Unión Europea. Además, se destaca el impacto de la pandemia de COVID-19 en el aumento de la relevancia de estos marcos, especialmente en áreas como la evaluación digital y la enseñanza híbrida. Entre los desafíos identificados están la adaptación cultural, la implementación práctica y el compromiso docente en programas de formación. Se concluye que los marcos son esenciales para orientar el desarrollo de la CDD, pero requieren apoyo institucional y personalización para atender las demandas locales.
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