Digital Competence and Educational Technology in Educational Institutions: A Systematic Review
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Abstract
El presente trabajo analiza el papel transformador de las Tecnologías de la Información y la Comunicación (TIC) en instituciones educativas, un escenario que exige situar las competencias digitales de profesores y estudiantes en el núcleo del proceso de enseñanza y aprendizaje. Dado que los profesores actúan como los elementos motores de las organizaciones, sus competencias necesitan ser medidas y desarrolladas de forma sistémica para garantizar una innovación efectiva. Atendiendo a esta justificación, el objetivo principal de este estudio consiste en analizar la producción científica publicada entre 2020 y 2025 sobre la utilización del modelo DigCompOrg y la herramienta SELFIE en la evaluación de la madurez digital institucional. La metodología empleada corresponde a una revisión sistemática de la literatura. Para ello, se realizaron búsquedas estructuradas en las bases de datos Scopus y Web of Science, obteniendo una muestra empírica final de 20 artículos empíricos. Los principales resultados indican que SELFIE promueve la autorreflexión colectiva en múltiples niveles de enseñanza y evidencian que el éxito de la transformación digital requiere una gobernanza que alinee infraestructura, planificación estratégica y toma de decisiones basada en datos. Asimismo, persisten desafíos críticos, como la disparidad de percepciones entre gestores y profesores, y la escasez de tiempo para formación. En conclusión, consolidar la madurez digital escolar exige articular estrategias institucionales consistentes, centradas fundamentalmente en diagnosticar y apoyar el desarrollo profesional docente.
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