Competencias digitales en docentes universitarios a nivel global: Un análisis bibliométrico de la producción científica
Digital Competence among University Faculty: A Global Bibliometric Analysis of Scientific OutputContenido principal del artículo
Introducción: Las competencias digitales docentes constituyen un elemento estratégico para la transformación de la educación superior, debido a la creciente incorporación de tecnologías digitales en los procesos de enseñanza, investigación y gestión académica. Objetivo: Analizar la producción científica sobre competencias digitales en docentes universitarios a nivel global durante el periodo 2022-2026, identificando tendencias de publicación, productividad autoral, distribución geográfica y estructura temática del campo. Metodología: Se desarrolló un estudio bibliométrico cuantitativo, retrospectivo y descriptivo. Se analizaron 355 documentos indexados en las bases de datos Scopus, Web of Science y SciELO. Se evaluaron indicadores de productividad científica, colaboración entre autores, distribución por países, fuentes de publicación y comportamiento de palabras clave. Resultados: Los hallazgos evidenciaron un crecimiento sostenido de la producción científica, con un mayor incremento de publicaciones durante 2025. Se identificó una amplia dispersión autoral, con 1354 autores participantes, así como una concentración geográfica de la producción en América Latina, destacando Ecuador, Perú y México. Las publicaciones se distribuyen en diversas revistas especializadas en educación y tecnología, aunque se observa falta de homogeneidad terminológica en las palabras clave utilizadas. Conclusiones: El estudio evidencia que la investigación sobre competencias digitales docentes se encuentra en fase de expansión, pero presenta fragmentación conceptual y limitaciones en la articulación internacional. Se requiere promover la estandarización terminológica, fortalecer redes de colaboración científica y consolidar políticas de investigación orientadas al desarrollo digital de la educación superior.
Introduction: Digital teaching competence represents a strategic cornerstone for the transformation of higher education, driven by the increasing integration of digital technologies into teaching, research, and academic management. Objective: This study aims to analyze the global scientific output regarding digital competence among university faculty between 2022 and 2026, identifying publication trends, author productivity, geographical distribution, and the thematic structure of the field. Methodology: A quantitative, retrospective, and descriptive bibliometric study was conducted. A total of 355 documents indexed in Scopus, Web of Science, and SciELO were analyzed. Indicators of scientific productivity, co-authorship, country distribution, publication sources, and keyword dynamics were evaluated. Results: The findings reveal sustained growth in scientific production, with a significant peak in publications during 2025. A high degree of authorial dispersion was identified, involving 1,354 participating authors, alongside a geographical concentration of research in Latin America, most notably in Ecuador, Peru, and Mexico. While publications are distributed across various journals specializing in education and technology, a lack of terminological homogeneity in keywords was observed. Conclusions: The study demonstrates that research on digital teaching competence is in an expansion phase but remains characterized by conceptual fragmentation and limited international collaboration. There is a critical need to promote terminological standardization, strengthen scientific collaboration networks, and consolidate research policies aimed at the digital advancement of higher education.
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