Key points are not available for this paper at this time.
The systematic review permitted the characterization of training programs in digital teaching competence using an analysis of their structure, implementation, and results. A comprehensive search was conducted across five databases, namely Scopus, Web of Science, Redalyc, Science Direct, and LENS, to retrieve scientific articles published between 2017 and 2023. The search was conducted using the inclusion-exclusion criteria, and the articles were selected to answer five guiding questions. The review addressed five aspects: initiatives and practices, configuration, implementation, concrete results, and dimensions according to recurrent frames of reference. It was observed that there has been an improvement in digital competence and teacher motivation, with elements such as information literacy, communication, digital content creation, and information security. However, there is a lack of alignment with current needs. It is important to articulate with reference frameworks such as DigCompEdu. To prepare future teachers and train active ones, it is suggested that conceptual, procedural, and attitudinal aspects be considered.
Joya et al. (Mon,) studied this question.