Digital competence has become a key component of teaching excellence in higher education. This study, from a global framework, presents a bibliometric analysis of scientific production on digital competences in the university context to identify research trends, collaboration networks, and thematic evolution in Latin America. A total of 1985 papers published between 1993 and 2025 in the Web of Science Core Collection were analyzed using a PRISMA-based protocol. The results show exponential growth in publications since 2019, underscoring the global relevance of digital literacy in transforming teaching and learning processes. Spain stands out as a leading country in productivity and impact, supported by consolidated institutional frameworks such as DigComp and DigCompEdu. Keyword analysis reveals a transition from a tech-skills-focused approach to a more holistic perspective that incorporates critical thinking, ethics, and responsible use of emerging technologies, especially artificial intelligence. Although Latin America shows an increase in its contributions, its international visibility remains limited and requires strengthening scientific collaboration. This study provides a broad understanding of the field’s academic structure and outlines strategic directions to advance teachers’ digital competence and promote more inclusive, innovative, and sustainable university systems.
Barrios-del-Ángel et al. (2026) studied this question.