Teachers and technology: a systematic review of their level of digital competence

Digitalisation has transformed education, requiring teachers to acquire Digital Teaching Competence (DTC). This study analyses their current level and the factors affecting it, such as age, gender and education. It also identifies good practices to improve the integration of ICT in teaching. Through a systematic review, it aims to provide key information to design effective training programmes and improve the digital competence of teachers in different educational contexts. We conducted a systematic review based on PRISMA, collecting 2024 studies in English and open access. Variables such as self-perception of DTC, ICT use and level of digital literacy were analysed. Studies that were not accessible or in other languages were discarded. Data collection considered attitudes, training and access to technological resources. Teachers have an intermediate level (B1) of DTC, with a positive disposition towards ICT, but face a lack of training and resources. Younger teachers show greater technological acceptance. There are discrepancies about the influence of gender on DTC. Institutional digitalisation influences its development. Good practices such as active methodologies are highlighted, although their implementation is limited. The digital divide and unequal access to technology affect the acquisition of these competences. Although teachers value the importance of ICT, their integration in the classroom is deficient due to lack of training and resources. Specific training and innovative methodologies such as Flipped Learning are needed. More qualitative research is recommended to better understand the factors affecting DTC. Teacher digital literacy is essential to improve teaching in an ever-changing technological world.