A Systematic Review of Digital Competence Evaluation in Higher Education

López Núñez, Juan Antonio; Alonso García, Santiago; Berral Ortiz, Blanca; Victoria-Maldonado, Juan José

doi:10.3390/educsci14111181

education-14-01181.pdf (2.142Mb)

Identificadores

URI: https://hdl.handle.net/10481/96469

DOI: 10.3390/educsci14111181

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Editorial

MDPI

Materia

Higher education

Teacher evaluation

Information technology

Fecha

2024-10-29

Referencia bibliográfica

López-Nuñez, J.-A.; Alonso-García, S.; Berral-Ortiz, B.; Victoria-Maldonado, J.-J. A Systematic Review of Digital Competence Evaluation in Higher Education. Educ. Sci. 2024, 14, 1181. https://doi.org/10.3390/educsci14111181

Patrocinador

Open, public and competitive call for funding for the initiation of research in its modality 5.B focused on master students of the Santander Bank

Resumen

University students’ digital skills depend significantly on educators’ proficiency, necessitating regular assessments. Tools like DigComp and the TPACK model are provided in this technological context. A systematic review, following PRISMA criteria, aims to evaluate digital competencies through globally used tools. DigCompEdu is prominent, with Spain leading the research, while unvalidated instruments from Asia highlight global disparities. This review will identify key tools and expose geographical and validation gaps, stressing the need for standardized assessments. Understanding the predominance of DigCompEdu and seeing the variation that is generated in Asia highlights the poor ability to transmit self-perceived competencies to learners.

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Excepto si se señala otra cosa, la licencia del ítem se describe como Atribución 4.0 Internacional