Digital competency is becoming increasingly crucial in education due to the digital transformation, economic changes, and shifting educational landscape. Despite this need, gaps persist in the digital skills and attitudes of students and teachers. Addressing this gap, our research specifically explores the digital competency of primary education teachers. Using the Scopus database, we targeted high-quality peer-reviewed journals and conducted keyword searches and identified 618 initial publications. Following the PRISMA guidelines, we refined the search to 358 high-quality articles. VOSviewer and R-Studio were used to analyze these publications and to get insights about the research status, and new trends in digital competency. The bibliometric data analysis showed a notable annual growth rate of 8.62%. The first paper was published in 2015, and the significant rise in publications was observed in 2024, and the counting in 2025. The most influential authors were Economides, Korenova, Perifanou, with productive regions and countries i.e., Spain, United States of America, and Indonesia. Most of the papers were published in the journal of ACM International Conference Proceedings Series, Communications in Computer and Information Science, and Frontiers in Education. Key words analysis revealed an emerging trend of digital literacies, digital competency, students, teacher education and e-learning. Our findings highlight the crucial role of technology and historical context in shaping teachers’ digital competence and underscore the need to strengthen these skills. We identified three emerging hotspots: digital transformation, professional development, and technology-driven educational advancements. The study offers a comprehensive framework for integrating digital technology into education and serves as a valuable resource for those interested in both theoretical and practical aspects.