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28 pages, 32698 KiB

Open AccessEditor’s ChoiceArticle

Design and Validation of a Novel Tool to Assess Citizens’ Netiquette and Information and Data Literacy Using Interactive Simulations

by Juan Bartolomé and Pablo Garaizar

Sustainability 2022, 14(6), 3392; https://doi.org/10.3390/su14063392 - 14 Mar 2022

Cited by 7 | Viewed by 3317

Abstract

Until recently, most of the digital literacy frameworks have been based on assessment frameworks used by commercial entities. The release of the DigComp framework has allowed the development of tailored implementations for the evaluation of digital competence. However, the majority of these digital [...] Read more.

Until recently, most of the digital literacy frameworks have been based on assessment frameworks used by commercial entities. The release of the DigComp framework has allowed the development of tailored implementations for the evaluation of digital competence. However, the majority of these digital literacy frameworks are based on self-assessments, measuring only low-order cognitive skills. This paper reports on a study to develop and validate an assessment instrument, including interactive simulations to assess citizens’ digital competence. These formats are particularly important for the evaluation of complex cognitive constructs such as digital competence. Additionally, we selected two different approaches for designing the tests based on their scope, at the competence or competence area level. Their overall and dimensional validity and reliability were analysed. We summarise the issues addressed in each phase and key points to consider in new implementations. For both approaches, items present satisfactory difficulty and discrimination indicators. Validity was ensured through expert validation, and the Rasch analysis revealed good EAP/PV reliabilities. Therefore, the tests have sound psychometric properties that make them reliable and valid instruments for measuring digital competence. This paper contributes to an increasing number of tools designed to evaluate digital competence and highlights the necessity of measuring higher-order cognitive skills. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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13 pages, 1606 KiB

Open AccessArticle

Facilitating Sustainable Self-Directed Learning Experience with the Use of Mobile-Assisted Language Learning

by Kyeong-Ouk Jeong

Sustainability 2022, 14(5), 2894; https://doi.org/10.3390/su14052894 - 2 Mar 2022

Cited by 40 | Viewed by 6908

Abstract

This study explored the impact of utilizing mobile-assisted language learning to help EFL university students promote their learning performance and support a sustainable self-directed learning experience while developing digital literacy and technology competence. The global pandemic and spread of COVID-19 have accelerated the [...] Read more.

This study explored the impact of utilizing mobile-assisted language learning to help EFL university students promote their learning performance and support a sustainable self-directed learning experience while developing digital literacy and technology competence. The global pandemic and spread of COVID-19 have accelerated the convergence of technology in the classroom in response to an emergency where the sustainability of education is at stake. With the progress of digital technology, a variety of smart mobile applications have been applied in English language learning and teaching. The use of those technologies can encourage language learners to practice self-directed learning beyond the classroom settings, which is essential for motivated and autonomous learning. Mobile phone applications have great potential as effective pedagogical tools with features such as accessibility, manageable interface, and multifunctional components. However, the use of mobile-assisted language learning for sustainable, self-directed learning outside the classroom has been relatively under-researched. In this study, EFL university students engaged in mobile-assisted language learning that could make their learning more sustainable and independent outside of the classroom. The data of this study show that students’ attitudes toward participating in mobile-assisted English language learning were affirmative. The results show that incorporation of mobile applications into language learning could foster learner motivation and make their learning more sustainable and entertaining than simply using the conventional instructional methods. Participants of this study stated that major benefits of experiencing mobile-assisted learning for their English study were ease of access to learning contents, portability of the learning tools, flexible and self-directed learning environment, better interaction, and improved self-efficacy in English learning performance. The pedagogical implications of the study are discussed, and instructional strategies are suggested to share ideas about a more pertinent learning environment in the era of digital transformation. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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17 pages, 1176 KiB

Open AccessArticle

Investigating the Influencing Factors of Teachers’ Information and Communications Technology-Integrated Teaching Behaviors toward “Learner-Centered” Reform Using Structural Equation Modeling

by Jing Zhang, Zengzhao Chen, Jingjing Ma and Zhi Liu

Sustainability 2021, 13(22), 12614; https://doi.org/10.3390/su132212614 - 15 Nov 2021

Cited by 11 | Viewed by 3354

Abstract

In the context of information-driven Education transformation, this study investigates factors that influence the continuous transformation of teacher information and communications technology (ICT) teaching methods. Although some studies have found that teacher psychological cognition exerts different effects on different types of teacher ICT-integrated [...] Read more.

In the context of information-driven Education transformation, this study investigates factors that influence the continuous transformation of teacher information and communications technology (ICT) teaching methods. Although some studies have found that teacher psychological cognition exerts different effects on different types of teacher ICT-integrated teaching behaviors, the current literature on influencing factors lacks the classification of behaviors. Based on the learner-centered transformation, this study divides teacher ICT-integrated teaching behaviors into teacher-centered teaching behavior and student-centered teaching behavior, and constructs a hypothesis model of influencing factors on teacher ICT-integrated teaching behavior. We collected questionnaire data from 795 primary and secondary school teachers, then validated and adjusted the model through structural equation modeling (SEM). The social environment exerted a significant indirect impact on teacher technology application behaviors via mediation of teacher efficacy and outcome expectations. The two types of self-efficacy directly affected the student-centered ICT application behavior more than the teacher-centered ICT application behavior. The student-centered ICT application behavior exerted a significant impact on the teacher-centered ICT application behavior. This study confirms the significance of classifying teacher ICT-integrated teaching behavior and supports the transformation of learner-centered ICT-integrated teaching by improving the social environment to realize equitable and sustainable Education development. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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17 pages, 617 KiB

Open AccessArticle

Understanding the Difference of Teachers’ TLPACK before and during the COVID-19 Pandemic: Evidence from Two Groups of Teachers

by Yen-Jung Chen and Robert Li-Wei Hsu

Sustainability 2021, 13(16), 8827; https://doi.org/10.3390/su13168827 - 6 Aug 2021

Cited by 7 | Viewed by 2580

Abstract

The COVID-19 outbreak has suddenly changed the landscape of education worldwide. Many governments have moved education completely online, with the idea that although schools are shut, classes can continue; however, the question regarding whether teachers are prepared for this massive shift in educational [...] Read more.

The COVID-19 outbreak has suddenly changed the landscape of education worldwide. Many governments have moved education completely online, with the idea that although schools are shut, classes can continue; however, the question regarding whether teachers are prepared for this massive shift in educational practice remains unanswered. This study addresses this issue through the lens of teachers’ technology, learners, pedagogy, academic discipline content, and content knowledge (TLPACK). Two groups of 250 teachers (n = 500) who teach various levels of students participated in a two-phase survey. The phases of the survey took place in 2017 and 2020 (i.e., before and during the COVID-19 pandemic). Participants answered 38 reliable and valid questions about TLPACK to address three research questions, and the collected data were subjected to frequentist and Bayesian statistical analysis. The analysis indicated that teachers’ TLPACKs were significantly different before and during the COVID-19 pandemic. This study revealed significant correlations among teachers’ TLPACK constructs and found that, among these constructs, the strongest relationship was that between learner knowledge (i.e., knowledge about the learners) and pedagogy knowledge. The study ends by reflecting on our findings’ implications, especially since the COVID-19 pandemic continues to have significant altering effects on both education and society at large. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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12 pages, 1808 KiB

Open AccessArticle

Development of Teacher Digital Competence in the Area of E-Safety through Educational Video Games

by Aldo Gordillo, Enrique Barra, Sonsoles López-Pernas and Juan Quemada

Sustainability 2021, 13(15), 8485; https://doi.org/10.3390/su13158485 - 29 Jul 2021

Cited by 12 | Viewed by 3297

Abstract

There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about [...] Read more.

There is a clear need to promote motivating and effective training actions for the development of teachers’ digital competence, especially in the area of e-safety. Although educational video game-based learning has proven effective to improve motivation and learning outcomes, the existing evidence about its effectiveness for the development of teachers’ digital competence is very limited. This study examines the use of educational video games in an online course in MOOC format with the aim of developing teachers’ digital competence in the e-safety area. A total of 179 teachers from nonuniversity schools in the region of Castilla y León (Spain) participated in this study. A pre-test and a post-test were used to measure the knowledge acquired by the participants, and a questionnaire was used to measure their perceptions. The obtained results suggest that game-based learning using educational video games is an effective and viable approach to train teachers in the e-safety area of digital competence. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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18 pages, 771 KiB

Open AccessArticle

Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments

by Ana Iglesias-Rodríguez, Azucena Hernández-Martín, Yolanda Martín-González and Patricia Herráez-Corredera

Sustainability 2021, 13(12), 6733; https://doi.org/10.3390/su13126733 - 14 Jun 2021

Cited by 13 | Viewed by 4362

Abstract

This article describes the process of design, validation, and implementation (N = 609) of a questionnaire drawn up ad hoc to assess the digital competence of compulsory education students (ages 11 to 13) in the area of communication. The test measures students’ knowledge, [...] Read more.

This article describes the process of design, validation, and implementation (N = 609) of a questionnaire drawn up ad hoc to assess the digital competence of compulsory education students (ages 11 to 13) in the area of communication. The test measures students’ knowledge, skills, and attitudes in the six competences that make up the area of communication, as established in the Framework for the Development and Knowledge of Digital Competence in Europe (DigComp): interacting through new technologies, sharing of information and content, online citizen participation, collaboration through digital technologies, netiquette, and digital identity management. The purposes of the study are to design and validate an instrument to assess compulsory education students’ digital competences in the area of communication based on their knowledge, skills, and attitudes and to analyse such instrument’s psychometric characteristics with special emphasis on its reliability and validity. The method used consisted of the implementation of various psychometric validation techniques and the analysis of the results based on statistical descriptions. Items show adequate discrimination and difficulty indices. Validity was guaranteed through expert judgement and factorial analysis of the test. The conclusion stresses the pressing need for education centres to provide students with adequate educational-communicative training. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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14 pages, 883 KiB

Open AccessArticle

Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review

by Junfeng Yang, Ahmed Tlili, Ronghuai Huang, Rongxia Zhuang and Kaushal Kumar Bhagat

Sustainability 2021, 13(10), 5593; https://doi.org/10.3390/su13105593 - 17 May 2021

Cited by 7 | Viewed by 5316

Abstract

Digital learning competence (DLC) can help students learn effectively in digital learning environments. However, most of the studies in the literature focused on digital competencies in general without paying specific attention to learning. Therefore, this paper developed a DLC framework based on a [...] Read more.

Digital learning competence (DLC) can help students learn effectively in digital learning environments. However, most of the studies in the literature focused on digital competencies in general without paying specific attention to learning. Therefore, this paper developed a DLC framework based on a comprehensive literature review, which consists of six dimensions, namely technology use, cognitive processing, digital reading skill, time-management, peer management and will management. This study then developed a scale to assess these competencies where 3473 middle school students participated in the scale validation process. Specifically, exploratory factor analysis, confirmatory factor analysis and item discrimination were used to validate this scale. The six dimensions accounted for 58.66% of the total variance of the scale. The overall internal consistency coefficient was 0.94 for the scale. The results showed that the developed DLC scale is a valid and reliable instrument for assessing middle school students’ digital learning competence. The findings of this study can help teachers and specialists to improve the competencies of their learners by providing a new validated scale that could be used to assess learners and identify their DLC weakness, hence provide the needed trainings accordingly. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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16 pages, 340 KiB

Open AccessArticle

Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks

by Marcos Cabezas-González, Sonia Casillas-Martín and Ana García-Valcárcel Muñoz-Repiso

Sustainability 2021, 13(8), 4442; https://doi.org/10.3390/su13084442 - 15 Apr 2021

Cited by 6 | Viewed by 3590

Abstract

The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently [...] Read more.

The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital-competence levels in the area of communication of Spanish basic-education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross-sectional design was used. The sample comprised 807 students, and data collection was based on a problem-solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

17 pages, 337 KiB

Open AccessArticle

The Current Challenges of Further Education in ICT with the Example of the Czech Republic

by Lenka Mynaříková and Lukáš Novotný

Sustainability 2021, 13(8), 4106; https://doi.org/10.3390/su13084106 - 7 Apr 2021

Cited by 10 | Viewed by 4447

Abstract

Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed [...] Read more.

Schools have an irreplaceable role in preparing the young generation for educational, professional, and social challenges, however, this effort fails if teachers themselves are not equipped with sufficient ICT competencies and do not work on their constant development. The presented quantitative study analyzed how secondary school teachers understand and actively use Information and Communication Technologies (ICT) in their teaching practice and what barriers they encounter in terms of the further education in ICT provided by accredited institutions. In a sample of 1846 Czech teachers who completed an online survey, results showed they lacked both understanding and active use of new technologies, rarely participated in further education, and were unsatisfied with the courses provided to them. Their main barriers to further education were the lack of sufficient technology available in school, insufficient knowledge and skills in ICT, and the lack of support from school management. Unlike in other studies, time was not identified as an important barrier. Possible legislative, educational, and school management consequences regarding the further education in ICT based on the barriers in attending the courses and identified age and gender differences are discussed. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

14 pages, 444 KiB

Open AccessArticle

The Impact of the Virtual Learning Platform EDUKA on the Academic Performance of Primary School Children

by Irina Kliziene, Grazina Taujanskiene, Aldona Augustiniene, Berita Simonaitiene and Gintautas Cibulskas

Sustainability 2021, 13(4), 2268; https://doi.org/10.3390/su13042268 - 19 Feb 2021

Cited by 22 | Viewed by 6332

Abstract

The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became [...] Read more.

The modern teaching/learning environment is, like never before, rich with digital teaching/learning technologies and tools that are becoming part of children’s daily lives. Background: In Lithuania, virtual teaching/learning platforms (environments for mathematics, knowledge of nature, history, and language practice) in primary education became more widely used approximately three years ago after the implementation and application of the virtual teaching/learning platform EDUKA. The purpose of this study was to establish the effect of the virtual teaching/learning platform EDUKA on the learning outcomes of primary-grade students in the subject of mathematics. Methods: In this study, a pre-test/middle-test/post-test experimental strategy was used to avoid any disruption of educational activities due to the random selection of children in each group. Mathematical diagnostic progress tests (MDPTs) are an objective way to measure skills and abilities. The MDPTs were divided into two sections: the tasks were allocated according to performance levels and the content, as well as fields of activity and cognitive skills. The assessment of all areas of activity was based on the primary school children’s performance (i.e., unsatisfactory, satisfactory, basic, and advanced). Results: An analysis of the results of the MDPTs showed that, across the seven possible tasks, both male and female seven-year-old children achieved satisfactory results (results were observed between groups) (post-test: control gathering (CG) 5.10; test gathering (EG) 5.04; p = 0.560), basic results (post-test: CG 6.28; EG 6.42; p = 0.630), and advanced results (post-test: CG 1.90; EG 2.27; p = 0.025). The differences between the pre-test and post-test advanced (p = 0.038) and the pre-test and post-test basic (p = 0.018) levels were found to increase. Conclusions: It was found that intensively integrating the virtual learning platform EDUKA into formal education—specifically in the subject of mathematics—had a significant impact on primary school children’s mathematical performance. In addition, after the experiment, a statistically significant difference was found (p < 0.05) in primary school children with higher levels. The intervention in the experimental group (i.e., integration of the virtual learning platform into the formal mathematics learning process) had a positive impact on access to mathematics. Students’ math learning achievements were positive in progressive mathematics. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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16 pages, 1092 KiB

Open AccessArticle

Digital Technologies at the Pre-University and University Levels

by Francisca Angélica Monroy García, Fátima Llamas-Salguero, María Rosa Fernández-Sánchez and José Luis Carrión del Campo

Sustainability 2020, 12(24), 10426; https://doi.org/10.3390/su122410426 - 13 Dec 2020

Cited by 8 | Viewed by 3058

Abstract

The education sector is undergoing significant challenges in the process of transforming learning models in order to face the new requirements of our hyper-connected society. Teaching students how to adequately interact as active and committed citizens in our knowmadic global society is the [...] Read more.

The education sector is undergoing significant challenges in the process of transforming learning models in order to face the new requirements of our hyper-connected society. Teaching students how to adequately interact as active and committed citizens in our knowmadic global society is the most challenging task facing educators nowadays. Moreover, the university must consider a student’s knowledge of digital technologies to be able to design new educational models that respond to their current needs. The aim of our research is to assess that knowledge and the use of digital technologies among college students and the relationship this has with their prior academic experience. Data collection included a validated ad-hoc questionnaire divided into 16 categories applied to 757 students of both sexes between 20 and 57 years of age. The results show that, irrespective of gender and age, those students who have used Information and Communication Technologies (ICT) in their secondary education have a better knowledge of how to use them to their advantage throughout their university learning process. In conclusion, students need to undergo a training in digital skills before entering university, so as to equip them with a higher level of digital competence. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

29 pages, 3057 KiB

Open AccessArticle

A Comprehensive Model of Teaching Digital Design in Architecture that Incorporates Sustainability

by Xingwei Xiang, Xiaolong Yang, Jixi Chen, Renzhong Tang and Luoke Hu

Sustainability 2020, 12(20), 8368; https://doi.org/10.3390/su12208368 - 12 Oct 2020

Cited by 6 | Viewed by 4280

Abstract

Digital technology and its use in architecture support the construction industry in transitioning to more sustainable building development. Digital technology is widely taught in architecture programs in China, but there are few consistent strategies for combining digital architectural design with traditional architectural design [...] Read more.

Digital technology and its use in architecture support the construction industry in transitioning to more sustainable building development. Digital technology is widely taught in architecture programs in China, but there are few consistent strategies for combining digital architectural design with traditional architectural design in architectural education. Consequently, sustainable design concepts are not included in digital architectural design courses, and thus architectural education is not concerned with sustainable development. In this paper, we focus on the teaching of digital design in architecture and investigate how digital architectural design teaching can incorporate sustainability. Data from 15 universities were qualitatively analyzed, leading to the development of four models of teaching digital architectural design. Development of the models revealed that there are three increasing levels in digital architectural design teaching and that there is a close relationship between the teaching level and the transfer of architectural knowledge. This recognition led to the development of a single comprehensive model of digital architectural design teaching that is universally applicable. This research increases our understanding of digital architectural design teaching in architecture programs and strengthens the multi-level connections between digital architectural design teaching and designing and constructing sustainable built objects. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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Review

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21 pages, 1920 KiB

Open AccessReview

Teacher Education Interventions on Teacher TPACK: A Meta-Analysis Study

by Yimin Ning, Ying Zhou, Tommy Tanu Wijaya and Jihe Chen

Sustainability 2022, 14(18), 11791; https://doi.org/10.3390/su141811791 - 19 Sep 2022

Cited by 19 | Viewed by 5542

Abstract

Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated the training into teacher education plans. However, there has been controversy in academic circles concerning the effects of teacher education intervention in [...] Read more.

Teacher education is an important strategy for developing teachers’ technological pedagogical content knowledge (TPACK). Many schools in the world have incorporated the training into teacher education plans. However, there has been controversy in academic circles concerning the effects of teacher education intervention in promoting the development of teacher TPACK. Therefore, this study used a meta-analysis approach to review the published literature on teacher education programs to determine the impact on TPACK. The results showed that teacher education intervention positively affected TPACK (d = 0.839, p < 0.0001). Besides cultural background, experimental participants, types, sample types, intervention durations, differences in measurement methods, intervention types, and learning environments are the reasons for the differences in the effects of the interventions. The research design using random experiments had a significant positive effect on the size, which was significantly higher than that of the quasi-experiment. The longer the duration of teaching intervention, the stronger the improvement effect of teachers’ TPACK. There are significant differences in improving TPACK between teaching interventions, and the effect is more obvious. Teacher education intervention has a greater and slightly smaller impact on theoretical and practical knowledge. However, cultural background, experimental participant, sample type, and learning environment have no significant effect on teacher education intervention. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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17 pages, 1116 KiB

Open AccessReview

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review

by Ana María De la Calle, Alejandra Pacheco-Costa, Miguel Ángel Gómez-Ruiz and Fernando Guzmán-Simón

Sustainability 2021, 13(23), 13283; https://doi.org/10.3390/su132313283 - 30 Nov 2021

Cited by 19 | Viewed by 4042

Abstract

Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, [...] Read more.

Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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17 pages, 914 KiB

Open AccessReview

Sustainability and Digital Teaching Competence in Higher Education

by Pilar Colás-Bravo, Jesús Conde-Jiménez and Salvador Reyes-de-Cózar

Sustainability 2021, 13(22), 12354; https://doi.org/10.3390/su132212354 - 9 Nov 2021

Cited by 27 | Viewed by 4716

Abstract

This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching [...] Read more.

This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning. Full article

(This article belongs to the Special Issue Digital Teaching Competences for Sustainable Development)

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