Abstract:
The systematic review uses the Preferred Reporting Items for Systematic Reviews and
Meta-Analyses (PRISMA) guidelines to explore the development of teacher digital competence (TDC) through various digital technologies. With an emphasis on the technological pedagogical content knowledge (TPACK) framework, the study synthesizes findings
from recent peer-reviewed articles to evaluate the integration of technologies such as massive open online courses (MOOCs), serious games, Internet of Things (IoT), and immersive
virtual reality (VR) into educational practices. The review highlights the transformative
potential of these technologies for enhancing teachers’ pedagogical strategies, fostering
digital competence, and addressing gaps in educator training programs. Findings indicate that digital technologies improve immediate teacher competencies and pave the way
for more interactive and inclusive learning environments. However, the small number
of included studies (n = 10) and other limitations such as short-term study designs and
English language only publications highlight the need for future research. The findings
offer actionable insights for curriculum design, policy development, and professional training programs to equip educators with the digital competence necessary to thrive in modern
educational landscapes.
