Systematic review explores digital competence in Chinese higher education, suggesting strategies for improvement.
Key Points
Digital competence is influenced by factors like self-efficacy and institutional policies, shaping how educators teach.
Technological Pedagogical Content Knowledge (TPACK) is a key framework used to evaluate educators' ICT capabilities in China.
Assessment involved a systematic review of 801 studies from major academic databases, narrowing down to 12 relevant studies on digital competence trends.
Finding common themes helps educators adapt to digital shifts in teaching and learning, ensuring continued professional development.