Associated variables with digital competence of teachers: a systematic review

Abstract

This study aimed to identify variables that influence teachers’ digital competencies. A systematic review of literature was conducted using keywords from prior research and the PRISMA framework, selecting 61 articles from prominent databases. Analysis confirmed the coding process’s reliability with a Cohen’s Kappa of 0.87. The findings identified key variables correlated with digital competency, highlighting its role as both a mediator and moderator in educational settings. Categories included demographic, interpersonal, emotional, pedagogical, and attitudinal factors. The study also examined digital competency’s interaction with other variables, offering insights for future educational strategies and policy development.