Digital Competencies of University Faculty in Latin America and Their Impact on Pedagogical Innovation: A Systematic Review

• DOI: https://doi.org/10.22533/at.ed.05586226100311

• Palavras-chave: Digital competencies, higher education, information literacy, university faculty.

• Keywords: Digital competencies, higher education, information literacy, university faculty.

• Abstract:

      University faculty members’ digital competencies are defined as an integrated set of knowledge, skills, and attitudes focused on information handling, information literacy, and knowledge management in digital environments. These competencies strengthen the faculty member’s ability to locate, analyze, select, and use content critically, as well as to share resources online, actively participate in virtual learning communities, and promote collaborative work dynamics. Similarly, they involve the development of skills related to effective communication, proactivity, interpersonal relationships, professional responsibility, digital security, ethical data handling, and a commitment to continuing education. Within this framework, the present study aims to analyze the digital competencies of university faculty in Ibero-America and their impact on pedagogical innovation: a systematic review. To this end, a literature review was conducted following the PRISMA methodology guidelines, which ensured the transparency and rigor of the study selection process. The search was conducted in recognized databases, such as ScienceDirect, Scopus, ERIC, Dialnet, SciELO, and Google Scholar. In the first phase, 128 documents were identified; subsequently, after applying previously established inclusion and exclusion criteria, 23 articles were selected for analysis. The included studies were examined exhaustively, allowing for the identification of trends, theoretical approaches, and levels of development of university faculty members’ digital competencies in the Ibero-American context. The results highlight the importance of integrating these competencies into higher education curricula, as they constitute a determining factor for improving educational quality and adapting educational processes to the demands of the 21st century. Likewise, the study emphasizes the need to strengthen continuing professional development for faculty in these sub-competencies, in line with the European reference frameworks that guide the development of digital competence among educators.