La competencia digital del profesorado universitario en Iberoamérica: revisión de la literatura

Abstract

Training environments have been progressively integrating technologies, considering them as a methodological tool of incalculable value for the implementation of the training process. However, for these tools to be used to their full potential, teachers need to have adequate digital competence. This situation is applicable to any stage of education, although the lack of explicit training and the diversity of career paths of higher education teachers pose a particular challenge at this stage. Based on this premise, this paper aims to explore the level of digital competence of university teaching staff in Ibero-America through a systematic review of the literature. To this end, the scientific production hosted on Dialnet in the period 2018-2021 has been analysed. The results show that the scientific literature is growing year after year, with Spanish being the predominant language and Spain the country where most of the research is carried out. It is also observed that university teachers have an intermediate level of digital competence, with differences depending on specific skills and considering personal and professional aspects as influential variables.