In the wake of the concepts of teaching digital competence

This study is an excerpt from a doctoral thesis and aims to explore the concept of digital teaching skills. To this end, a systematic search inspired by integrative review methods was carried out, using four databases: Educational Resources Information Center (ERIC), Directory of Open Access Journals (DOAJ), Web of Science (WoS), and Scopus (Elsevier). The research problem asks: what are the digital teaching skills presented in the studies? The article identifies the main theoretical and documentary references on the topic and highlights the selection and classification process of the selected studies. The analysis of the selected studies was conducted through a process of categorization and synthesis of the information extracted, considering the definitions, approaches, and theoretical models adopted. This information can contribute to a broader understanding of teachers’ digital skills. The results show that teachers’ digital skills are more complex than those of other professionals, requiring specific training that integrates technological proficiency, pedagogical compatibility, and social awareness. It is concluded that being a digitally competent teacher involves not only technical skills, but also the ability to adapt and apply these technologies in a creative and reflective way in the educational context.

Keywords:
Competence; Digital; Teacher