Evolution of academic production in Web of Science on Teaching Digital Competences 2020-2023
Abstract
Currently, changes driven by technological advances and the emergence of COVID-19 have prompted the educational community to adopt digital tools. In this context, teachers play a central role in the integration of these technologies and have been widely examined in the academic literature due to their significant influence on teaching and learning processes. The aim of this study is to examine the academic production on teachers’ digital competencies published in English between 2020 and 2023 in the Web of Science database through a bibliometric analysis, in order to identify research trends and emerging themes. To achieve this objective, a systematic literature review was conducted; subsequently, inclusion and exclusion criteria were applied for document selection, a descriptive analysis of scientific production was performed, and finally, a sample consisting of 232 scientific articles was analyzed. The results indicate that 2023 accounted for the highest volume of scientific output, while Spain emerged as the country with the greatest number of publications. Julio Cabero Almanera and Antonio Palacios Rodríguez were identified as the most influential authors in the field. Regarding journals, Sustainability, Education Sciences, and Education and Information Technologies showed a dominant presence. The co-occurrence analysis of words in titles and abstracts reveals a complex network composed of four interconnected clusters addressing key elements that influence research on teachers’ digital competencies. The main limitation of the study lies in the exclusive consideration of documents published in English and within the period from 2020 to 2023.
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References
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