Conceptualization and Frames of Reference of the Teaching Digital Competence. An Approach from Higher Education

Through the PRISMA methodology, it was carried out a systematic literature review found on the scientific platforms Web of Science (WoS) and Scopus about teaching digital competence (TDC) in universities were identified to the following research variables: (1) Conceptualization of Digital Competence (DC); (2) DC models; and (3) Importance of the evaluation of the TDC. It is determined that DC cannot be consolidated into a single concept, its definition depends on the context of application and must be understood as a set of interrelated skills that provide teachers with tools to function efficiently in a digital society. Numerous models have been developed globally to evaluate the TDC and its evaluation is essential for the generation of profiles, for teacher training and for the best professional development of students. Regularly, trainers do not use digital tools for pedagogical purposes, so it is important that future research could be carried out that proposes initial and continuous updating plans to the teaching staff.