Abstract
In order to conduct a conceptual review, and to discover the topics and categories of research, this study firstly searches the Google Scholar database, and then conducts a specific analysis of the 17 publications, hoping to explore the overall research that constitutes the topic of digital literacy for teachers in the university setting, to understand whether the concept needs to be continuously defined. The relative theoretical framework and key components to guide teacher digital literacy in the context of higher education have not yet been formed. It is necessary to continue to review the concept and key components of digital literacy for teachers in higher education in the future, providing a perspective for digital transformation research in higher education institutions.
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