Exploring the interconnections: digital competence, teacher training and remote teaching

Abstract

This literature review examines the relationships between digital competence, teacher training, and remote teaching practices, addressing the critical gap between the increasing demand for digitally competent educators and current teacher proficiency levels. The importance of this research lies in the rapidly evolving educational landscape, where digital skills have become crucial for effective teaching, particularly in remote and hybrid learning environments. Using the PRISMA methodology, the study analyzes research from 2019 to 2023 in databases such as Scopus and ERIC. Key findings reveal: 1. A spectrum of digital competencies among teachers, ranging from novices to experts. 2. Significant positive impact of targeted training programs on teachers’ digital expertise. 3. Persistent challenges in online education, including student engagement and digital accessibility issues. The review highlights the transformative impact of training programs in elevating teachers’ digital skills and their ability to integrate technology in educational settings. It emphasizes the need for customized professional development to address evolving technological needs. These insights have important implications, suggesting the need for: 1. More comprehensive digital competence frameworks for educators. 2. Adaptive, personalized training programs. 3. Integration of digital competence development in teacher education. 4. Policy reforms ensuring equitable access to digital resources and training. This review serves as a foundation for future research and policy development, emphasizing the pivotal role of digital competence in modern education.