dc.creator | Calle Cabrera, Ana María de la | es |
dc.creator | Pacheco Costa, Alejandra | es |
dc.creator | Gómez Ruiz, Miguel Ángel | es |
dc.creator | Guzmán Simón, Fernando | es |
dc.date.accessioned | 2022-07-01T07:16:16Z | |
dc.date.available | 2022-07-01T07:16:16Z | |
dc.date.issued | 2021-11-30 | |
dc.identifier.citation | Calle Cabrera, A.M.d.l., Pacheco Costa, A., Gómez Ruiz, M.Á. y Guzmán Simón, F. (2021). Understanding teacher digital competence in the framework of social sustainability: a systematic review. Sustainability, 13 (23), 1-17. | |
dc.identifier.issn | 2071-1050 | es |
dc.identifier.uri | https://hdl.handle.net/11441/134886 | |
dc.description.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, 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. | es |
dc.format | application/pdf | es |
dc.format.extent | 17 p. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI | es |
dc.relation.ispartof | Sustainability, 13 (23), 1-17. | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.subject | Digital competence of teachers | es |
dc.subject | Social sustainability | es |
dc.subject | Systematic review | es |
dc.title | Understanding teacher digital competence in the framework of social sustainability: a systematic review | es |
dc.type | info:eu-repo/semantics/article | es |
dcterms.identifier | https://ror.org/03yxnpp24 | |
dc.type.version | info:eu-repo/semantics/publishedVersion | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Didáctica de la Lengua y de la Literatura y Filologías Integradas | es |
dc.contributor.affiliation | Universidad de Sevilla. Departamento de Educación Artística | es |
dc.relation.publisherversion | https://doi.org/10.3390/su132313283 | es |
dc.identifier.doi | 10.3390/su132313283 | es |
dc.journaltitle | Sustainability | es |
dc.publication.volumen | 13 | es |
dc.publication.issue | 23 | es |
dc.publication.initialPage | 1 | es |
dc.publication.endPage | 17 | es |