Identifying the Dimensions and Components of Teachers' Digital Competence: A Systematic Review

Document Type : Original Article

Authors

1 Department of Curriculum Development and Instruction Methods, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

2 Marzieh Dehghani(Ph.D) Associate Professor of the Faculty of Psychology and Education University of Tehran

3 Department of Educational Sciences. Faculty of Humanities. Tarbiat Modares University

4 Associate professor, Division of Research and Assessment, Faculty of Psychology and Education, University of Tehran, Tehran, Iran

5 Department of Education, Faculty of Psychology and Education,, University of Tehran, Tehran, Iran.

Abstract

The present study was conducted with the aim of identifying the dimensions and components of digital competence of teachers. The data was collected through qualitative method of systematic review. The selection of articles was done by keywords based on the opinion of experts and the structure of Prisma, and 38 documents in the form of foreign articles were included in the analysis. The selected corpus was analyzed using thematic analysis and MAXQDA2020 software. The validity of the findings was obtained based on the opinions of the research team, and the reliability of the tool was checked through the reliability index of the evaluators, which showed Kappa coefficient of 0.84. The findings indicated that the digital competence of teachers included 7 dimensions and 27 components. The dimensions included teaching and learning, professional and career development, leadership and interaction, digital thinking, enhancing the learner's digital skills, assessment and individual characteristics. According to the results, it is suggested that technology-based professional training, interactive teaching in virtual environments, and the combination of teachers' digital competencies with extracted components should be given serious attention.

Keywords

Main Subjects

References

 
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Journal of Curriculum Studies
Volume 19, Issue 72
April 2024
Pages 121-146

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History

  • Receive Date: 16 August 2023
  • Revise Date: 18 December 2023
  • Accept Date: 10 January 2024

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