The impact of digital competencies on educators in the 21st century: a systematic review
Impacto de las competencias digitales en docentes para el siglo XXI: una revisión sistemáticaArticle Sidebar
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Background: Digital technology expansion has reshaped educational environments, positioning Teacher Digital Competence (TDC) as a strategic driver of instructional quality in the 21st century. Objective: To analyze and synthesize the impact of digital competencies on educators and the determinants influencing their development. Methods: A PRISMA-compliant systematic review was conducted across the Scopus and Web of Science databases, encompassing 22 original studies published between 2022 and May 2026. Results: Findings indicate that educators exhibit a prevalent low-to-intermediate proficiency level. While strengths emerge in professional engagement and digital resource management, marked weaknesses persist in content creation, technology-mediated assessment, and digital security. Key drivers include continuous training, self-efficacy, and institutional support. Conversely, resistance to change and infrastructure gaps remain the primary barriers. Conclusion: Enhancing educator digital competencies necessitates sustained, multidimensional interventions that integrate pedagogical, attitudinal, and institutional factors.
Contexto: La expansión de las tecnologías digitales ha transformado los entornos educativos, donde se sitúan las competencias digitales del profesorado como un elemento estratégico para la calidad de la enseñanza en el siglo XXI. Objetivo: Analizar el impacto de las competencias digitales en docentes y los factores que inciden en su desarrollo. Metodología: Se realizó una revisión sistemática basada en el método PRISMA, con búsqueda en Scopus y Web of Science, que incluyó 22 estudios originales publicados de 2022 a mayo de 2026. Resultados: Los docentes tienen un nivel predominante intermedio-bajo de competencia digital, con fortalezas en compromiso profesional y gestión de recursos digitales, y debilidades marcadas en creación de contenido, evaluación mediada por tecnología y seguridad digital. La formación continua, la autoeficacia y el respaldo institucional constituyen los factores con mayor incidencia en el desarrollo de estas competencias. Las barreras más persistentes abarcan la resistencia al cambio, las brechas de acceso tecnológico y la desconexión entre la oferta formativa y las necesidades reales del profesorado. Conclusión: Las competencias digitales docentes requieren intervenciones formativas sostenidas que integren dimensiones pedagógicas, actitudinales e institucionales, dado que su incidencia sobre los resultados de aprendizaje depende de variables contextuales que complejizan su medición y comprensión.
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