Digital competence for citizen: Analysis of trends in education

Abstract

Citizen digital competence has been integrating unevenly into training processes, despite the existence of international frameworks that promote its inclusion in the different education systems. This study tries to approach the phenomenon from a bibliometric and bibliographic perspective. On the one hand, scientific production is explored in quantitative terms, based on the analysis of the 87 articles selected from the Scopus and Web of Science databases, analysing issues such as the number of authors or citations. On the other hand, the content of the 47 publications available in open access is analysed, addressing issues such as educational stage, participants or the framework area considered. The results confirm the increase in scientific production in the last year and the relevant position held by Spain, as well as the predominance of research focused on Higher Education students and on the set of areas of the Digcomp Framework. The research confirms the variety of tools and means for the promotion of digital competence, as well as the identification of some basic conditioning factors for its development, such as the educational stage, teacher training or the characteristics of the institutional context, providing some fundamental issues to continue working on its integrating in the different educational stages.