Analysis of the Digital Perspective in the Frameworks of Teaching Competencies in Higher Education in Spain

Abstract

Despite the relevance of teaching digital competence (TDC), few literature analyzes generic teaching competence frameworks from a digital perspective. The main objective of this research is to know the digital perspective that arises in the different frameworks of teaching competencies in Higher Education in Spain during the first two decades of the 21st century. Thus, through a review of reviews, it is intended to identify the competences frameworks that: (1) define TDC as a specific competence; (2) that define it as a sub-competence or within a specific competence; or (3) that include it transversally. To do this, a content analysis of 25 competency frameworks published between 2000 and 2020 has been carried out. The outcomes show the predominance of the instrumental sense of digital technologies (DT) in the teaching function, closely linked to the teaching-learning process (T-L) and the need for transformation and innovation in teaching. However, there is a need to expand the incorporation of TDC in the rest of teachers’ competencies given the current socio-educational challenges derived from digital immersion in all aspects of life. Therefore, there is also an absence of the development of students’ digital competence in relation to the teaching task.