Teachers' digital competencies and their relationship with the digital divide
A systematic review in the context of upper secondary education
DOI:
https://doi.org/10.56162/transdigital589Keywords:
data mining, language R, neurosciences, neuroscience, neuroeducationAbstract
Digital changes in education systems have increased existing inequalities, making teacher digital competence a key factor in addressing the digital divide, particularly in upper secondary education. This systematic review analyzed recent scientific literature on teacher digital competence and its relationship to the digital divide at this educational level. A systematic review of studies published between 2021 and 2025 was conducted. The search was conducted in academic databases related to education and social sciences, selecting empirical research focused specifically on upper secondary school teachers. Of a total of 208 records identified, 10 studies met the established criteria and were included. The results showed that most teachers have basic or intermediate levels of competence and that the digital divide persists beyond access to technologies, linked to insufficient training processes, different institutional conditions, and limited pedagogical integration of digital technologies. In addition, significant gaps were identified in addressing the critical and ethical dimensions of teacher digital competence. It is argued that developing and strengthening teachers' digital competence requires contextualized and critical training approaches to help bridge the digital divide and thereby achieve a more equitable and inclusive educational practice in upper secondary education.
References
Arango-Lopera, C. A., Cruz-González, M. C., Mesa Rivera, B. X., González García, D., & Fernando Delgado, M. (2022). Brecha digital. Tsafiqui: Revista Científica en Ciencias Sociales, 12(19). https://doi.org/10.29019/tsafiqui.v12i19.1108
Coloma Rodoríguez, O., Salazar Salazar, M., Pérez Torres, A., & Mariño Blanco, D. (2025). Acercamiento al componente Ético-Legal de la Competencia Digital Docente para profesores en Cuba. Revista Conrado, 21(104), e4393. https://conrado.ucf.edu.cu/index.php/conrado/article/view/4393
Domínguez-González, M. Á., Luque de la Rosa, A., Hervás-Gómez, C., & Román-Graván, P. (2025). Teacher digital competence: Keys for an educational future through a systematic review. Contemporary Educational Technology, 17(2). https://doi.org/10.30935/cedtech/16168
Falcó Boudet, J. M. (2017). Evaluación de la competencia digital docente en la comunidad autónoma de Aragón. Revista Electrónica de Investigación Educativa, 19(4), 73–83. https://doi.org/10.24320/redie.2017.19.4.1359
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Digital competences for teacher professional development. Systematic review. European Journal of Teacher Education, 45(4), 513–531.
Giler-Medina, P. (2023). Competencias digitales y aprendizaje visual de la Química en estudiantes de Bachillerato. Revista de Ciencias Humanísticas y Sociales (ReHuSo), 8(2), 75–88.
González Fernández, M. O. (2021). Digital skills of the high school teacher in the fase of emergency remote teaching. Apertura, 13(1), 6–19. https://doi.org/10.32870/Ap.v13n1.1991
Gutiérrez Sandoval, P. R., Cervantes Holguín, E., & Ronquillo Chávez, C. C. (2023). Retos de la formación continua de la Unidad del Sistema para la Carrera de las Maestras y Maestros (USICAMM) en Chihuahua. Revista Dilemas Contemporáneos: Educación, Política y Valores, 13(1), Artículo 19. https://doi.org/10.46377/dilemas.v13i1.4736
Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285–291.
Ogegbo, A. A. (2023). Assessing the proficiency level in digital competences of secondary school science teachers. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 19(2), 40–57.
Oyebola Akinoso, S. (2023). Motivation and ICT in secondary school mathematics using Unified Theory of Acceptance and Use of Technology model. Indonesian Journal of Educational Research and Technology, 3(1), 79–90. https://doi.org/10.17509/ijert.v3i1.47183
Palacios-Rodríguez, A., Llorente-Cejudo, C., Lucas, M., & Bem-haja, P. (2025). Macroevaluación de la competencia digital docente. Estudio DigCompEdu en España y Portugal. RIED-Revista Iberoamericana de Educación a Distancia, 28(1), 177–196. https://doi.org/10.5944/ried.28.1.41379
Photo, P., & Mohale, T. (2024). Adaptación a la enseñanza remota: Experiencias y adaptaciones tecnológicas del profesorado rural de ciencias físicas durante la pandemia de COVID-19. Investigación en Ciencias Sociales y Tecnología, 9(3), 289-307. https://doi.org/10.46303/ressat.2024.60
Prieto-Ballester, J. M., Revuelta-Domínguez, F. I., & Pedrera-Rodríguez, M. I. (2021). Secondary school teachers self-perception of digital teaching competence in Spain following COVID-19 confinement. Education Sciences, 11(8), 407. https://doi.org/10.3390/educsci11080407
Sabroso Peña, B., & Forteza Martínez, A. (2025). Desarrollo de la competencia digital docente en profesores de Geografía e Historia. Revista de Educación Mediática y TIC, 14(2). https://doi.org/10.21071/edmetic.v14i2.17666
Santander Moreno, J. J., Dávila Castillo, M. R., & Martínez Perenguez, J. S. (2025). Impacto de la capacitación en competencias digitales docentes y de la enseñanza. Revista Conrado, 21(103), e4406. https://conrado.ucf.edu.cu/index.php/conrado/article/view/4406
Scott, L. (2023). COVID-19, education and access to digital technologies: A case study of a secondary school in Gauteng. (2), #2272. https://doi.org/10.15700/saje.v43ns2a2272
Seoane, V. (2024). Brecha digital en educación y PISA 2025: Desafíos y oportunidades. Millcayac, XI(21).
SEP. (2019). La Nueva Escuela Mexicana:principios y orientaciones pedagógicas. Secretaría de Educación Pública. https://dfa.edomex.gob.mx/sites/dfa.edomex.gob.mx/files/files/NEM%20principios%20y%20orientacio%C3%ADn%20pedago%C3%ADgica.pdf
Downloads
Autor de correspondencia
El autor de correspodencia se identifica con el siguiente símbolo: *Published
How to Cite
License
Copyright (c) 2026 Yesica Candia López, Tania de Jesús Adame Zambrano, Valentín Álvarez Hilario
This work is licensed under a Creative Commons Attribution 4.0 International License.
All articles in Transdigital are licensed under a Creative Commons Attribution 4.0 International License. Authors hold the copyright and retain publishing rights without restrictions.
