Competencias digitales en la práctica pedagógica: Un artículo de revisión sistemática
Digital Competencies in Pedagogical Practice: A Systematic ReviewContenido principal del artículo
Introducción: Las competencias digitales son esenciales en la práctica pedagógica universitaria, aunque persisten brechas entre contextos, disciplinas y actores educativos, afectando la efectividad de la enseñanza. Objetivo: Analizar las competencias digitales en la práctica pedagógica de estudiantes universitarios. Metodología: Se realizó una revisión sistemática siguiendo el método PRISMA, seleccionando 24 artículos originales publicados entre 2022 y junio de 2026. Se evaluaron niveles de autopercepción, herramientas de evaluación, factores contextuales y estrategias pedagógicas. Resultados: Los estudios reflejan niveles medios y medio-altos de autopercepción de competencias digitales, con diferencias entre la percepción declarada y el dominio real. Predomina el uso del marco DigCompEdu como herramienta de evaluación. Factores contextuales como género, nivel académico y procedencia geográfica influyen en las competencias digitales. Se identificaron estrategias pedagógicas eficaces centradas en simulaciones, portafolios digitales, formación docente y tecnologías emergentes, incluyendo inteligencia artificial. Conclusiones: El desarrollo de competencias digitales requiere enfoques formativos contextualizados que integren tecnología, pedagogía y equidad. Estas estrategias son necesarias para reducir desigualdades persistentes y fortalecer la práctica pedagógica en la educación superior.
Introduction: Digital competencies are essential in university pedagogical practice; however, gaps persist across contexts, disciplines, and educational stakeholders, affecting teaching effectiveness. Objective: To analyze digital competencies within the pedagogical practice of university students. Methodology: A systematic review was conducted following the PRISMA method, selecting 24 original articles published between 2022 and June 2026. Self-perception levels, assessment tools, contextual factors, and pedagogical strategies were evaluated. Results: The studies reflect medium and medium-high levels of self-perceived digital competencies, with discrepancies between self-reported perception and actual proficiency. The DigCompEdu framework predominates as an assessment tool. Contextual factors such as gender, academic level, and geographical origin influence digital skills. Effective pedagogical strategies centered on simulations, digital portfolios, teacher training, and emerging technologies including artificial intelligence were identified. Conclusions: The development of digital competencies requires contextualized training approaches that integrate technology, pedagogy, and equity. These strategies are necessary to reduce persistent inequalities and strengthen pedagogical practice in higher education.
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