A systematic review of digital competence in physics education in the era of industry 4.0

Industry 4.0 has accelerated the integration of advanced digital technologies into education and increased scholarly attention to how digital competence is conceptualized and enacted in physics teaching and learning. This systematic literature review examines research published between 2011 and 2025 on augmented reality (AR), virtual reality (VR), digital simulations, virtual and remote laboratories, teacher professional development, and digital competence assessment across secondary education, teacher education, and higher education contexts related to physics teaching and learning. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines, Scopus was searched for peer-reviewed English-language journal articles and conference papers addressing digital competence or technology integration in secondary education, teacher education, and higher education contexts related to physics teaching and learning. Seventy studies met the eligibility criteria and were included in the thematic synthesis. Five major themes were identified: (1) AR/VR-supported physics learning, (2) teacher digital competence development and professional learning, (3) digital simulations and virtual laboratories, (4) contextual and implementation barriers, and (5) digital competence assessment. The reviewed evidence indicates that immersive and simulation-based technologies can facilitate conceptual visualization, inquiry, engagement, and laboratory-related learning when aligned with appropriate pedagogical strategies. Professional development informed by Technological Pedagogical Content Knowledge (TPACK) and DigCompEdu can contribute to more purposeful technology integration. However, the evidence remains heterogeneous across research designs, educational contexts, assessment approaches, infrastructure conditions, and levels of teacher preparedness. This review contributes a physics-specific synthesis connecting technological affordances, pedagogical frameworks, teacher capabilities, and contextual conditions, while highlighting the need for longitudinal, comparative, and context-sensitive research.