Abstract
This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.
Highlights
University systems have extended the use of ICT in teaching, relying on the implementation of digital platforms, with greater or lesser versatility, in recent years
It was in 2020 when, as a result of the COVID-19 pandemic, universities required the use of digital resources in whole
These experiences provided a multitude of digital resources, knowledge and skills that represent a significant amount for the sustainability of university systems
Summary
University systems have extended the use of ICT in teaching, relying on the implementation of digital platforms, with greater or lesser versatility, in recent years. It was in 2020 when, as a result of the COVID-19 pandemic, universities required the use of digital resources in whole This forced situation required a significant effort from teachers to respond to training demands, which, in a large majority of cases, implied the use of active and participatory didactic methodologies, using technological means and platforms for learning, leading them to put into practice or develop their digital competence. These experiences provided a multitude of digital resources, knowledge and skills that represent a significant amount for the sustainability of university systems. There is a lack of systematization, based on empirical evidence, of the relationships established between digital competence and sustainability in the university system
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
