ISSN: 2226-6348
Open access
Amidst the rapidly evolving technological landscape and the educational disruptions caused by the global COVID-19 pandemic, the importance of teacher digital competence (TDC) has taken centre stage in educational discourse. This study aims to understand how teachers’ digital competence has been improved within the context of higher education through an analysis of a selection of articles focusing on practical interventions. A systematic literature review was conducted on improvement of TDC articles sourced from the Web of Science and Scopus databases, from 2013 until 2023. Guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) Statement, this study critically identifies 7 relevant studies through a systematic review process. The results highlight a preponderance of research focused on the analysis of improved TDC areas, the interventions implemented, and their resulting effects. The study found that when it comes to enhancing TDC, the area that received the most attention is digital technology and resources, followed by digital tools, security, and digital content creation. While various approaches have been proposed, the most widely favoured approach for improving teachers’ digital competence is through training courses, others are active methodology, use of social media, Hands of the World (HOTW) activities, professional development webinars and blended learning support system. These approaches are all observed to have a high positive impact on TDC enhancement. These findings contribute to a more comprehensive understanding of TDC and offer valuable insights for future research endeavours.
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(Zhang et al., 2024)
Zhang, X., Sazalli, N. A. H., & Miskam, N. N. (2024). Improving Teachers’ Digital Competence in Higher Education: A Systematic Literature Review. International Journal of Academic Research in Progressive Education and Development, 13(1), 967–979.
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