Digital competence in higher education research: A systematic literature review. (July 2021)

• Record Type: Journal Article
• Authors: Zhao, Yu; Pinto Llorente, Ana María; Sánchez Gómez, María Cruz
• Is Part Of: Computers & education. Volume 168(2021)
• Publication Date: 2021-07
• Subjects: Digital competence -- Higher education -- 21st century abilities; Education -- Data processing -- Periodicals; Education -- Periodicals; Computers -- Periodicals; Computer-Assisted Instruction -- Periodicals; Éducation -- Informatique -- Périodiques; Electronic journals; 370.285
• DOI: 10.1016/j.compedu.2021.104212
• Languages: English
• ISSNs: 0360-1315

Abstract

Abstract: In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers' digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education. Highlights: The majority of the studies investigated the participant's perception and their level of digital competence. The dimensions most used to assess the digital competence of university objects were those developed from Digcomp. Half of the articles noted limitations in their implementation of data collection methods.