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Artículos de Revisión

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Aportes de la competencia digital docente en la educación superior: una revisión sistemática

Contributions to teacher digital competence in the context of higher education: a systematic review
Publicado
2026-10-07
Contexto: La transformación digital de la educación superior exige un profesorado capaz de integrar la tecnología con propósitos pedagógicos. Objetivo: Analizar la producción científica sobre la Competencia Digital Docente en la educación superior, identificando las implicaciones prácticas que orienten la gestión institucional y la toma de decisiones en políticas de formación digital universitaria. Método: Se desarrolló una revisión sistemática con diseño documental cualitativo y protocolo internacional de comunicación de revisiones, guiados por el modelo PRISMA, mediante análisis de contenido con matriz de extracción. Se consultaron Scopus, Web of Science y SciELO, y se incluyeron 20 estudios publicados entre 2022 y 2025. Resultados: Doce estudios (60%) adoptaron el marco europeo de referencia, siete (35%) reportaron niveles entre medios y bajos, nueve (45%) fueron revisiones sistemáticas y once (55%) recomendaron programas formativos contextualizados. La autopercepción prevaleció como vía de evaluación y los escenarios institucionales condicionaron el desarrollo de la Competencia Digital Docente. Conclusiones: Los marcos estandarizados, la evaluación multimodal y las políticas formativas fortalecen el desempeño digital del profesorado universitario.
Context: The digital transformation of higher education requires faculty who can integrate technology for pedagogical purposes. Objective: To analyze scientific literature on teachers' digital competence in higher education and identify practical implications for institutional management and policymaking on digital training in universities. Methods: A systematic review used a qualitative documentary research design and an international review reporting protocol guided by PRISMA. Content analysis was conducted using a data extraction matrix. Scopus, Web of Science, and SciELO were searched, and 20 studies published between 2022 and 2025 were included. Results: Twelve studies (60%) adopted the European reference framework, seven (35%) reported moderate to low competence levels, nine (45%) were systematic reviews, and eleven (55%) recommended context-specific training programs. Self-perception was the predominant assessment approach, and institutional contexts shaped the development of teachers' digital competence. Conclusions: Standardized frameworks, multimodal assessment, and training policies strengthen the digital performance of university faculty.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

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