Năng lực số của giáo viên phổ thông: Phân tích trắc lượng thư mục trên cơ sở dữ liệu Scopus (1997–2025)
Tóm tắt
Digital competence has become an increasingly important requirement for K-12 teachers in the context of digital transformation in education. The growing volume and scope of research in this area highlight the need for a systematic examination of its development. This study employs bibliometric analysis of 376 publications selected from the Scopus database for the period 1997-2025. The results show a marked increase in publications since 2020, with 321 studies published between 2020 and 2025, accounting for 85.4% of the total dataset. Spain had the highest number of publications. Keyword co-occurrence analysis identified five major thematic clusters: professional development and digital transformation; digital competence in K-12 school contexts; pedagogical and curriculum innovation; the use of digital technologies in teaching and learning; and digital learning environments, computing technologies, and artificial intelligence. Overall, research on K-12 teachers’ digital competence has expanded rapidly, with increasing attention extending from technology-use skills to broader dimensions of professional competence related to teaching and professional development. The study provides a reference for identifying future research directions and supporting the development of K-12 teachers’ digital competence in response to emerging demands in digital education.
Tài liệu tham khảo
Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning: Policy brief (JRC48708). European Commission, Joint Research Centre, Institute for Prospective Technological Studies.
Avci, H., & Pedersen, S. J. (2023). Systematic literature review of teachers’ digital competence in K-12 education: Defining the concept. In P. Blikstein, J. Van Aalst, R. Kizito, & K. Brennan (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 898-901). International Society of the Learning Sciences. https://doi.org/10.22318/icls2023.126051
Banoy-Suarez, W., & González-Reyes, R. A. (2024). Analysis of frameworks for digital skills training for secondary school teachers: A systematic review. TEM Journal, 13(2), 1038-1050. https://doi.org/10.18421/TEM132-18
Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: The digital competence framework for citizens with eight proficiency levels and examples of use. Publications Office of the European Union. https://doi.org/10.2760/38842
Chiu, T. K. F., Ahmad, Z., & Çoban, M. (2025). Development and validation of teacher artificial intelligence (AI) competence self-efficacy (TAICS) scale. Education and Information Technologies, 30(5), 6667-6685. https://doi.org/10.1007/s10639-024-13094-z
Diz-Otero, M., Portela-Pino, I., Domínguez-Lloria, S., & Pino-Juste, M. (2023). Digital competence in secondary education teachers during the COVID-19-derived pandemic: Comparative analysis. Education + Training, 65(2), 181-192. https://doi.org/10.1108/ET-01-2022-0001
Eshet-Alkali, Y., & Amichai-Hamburger, Y. (2004). Experiments in digital literacy. CyberPsychology & Behavior, 7(4), 421-429. https://doi.org/10.1089/cpb.2004.7.421
European Parliament & Council of the European Union. (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC). Official Journal of the European Union, L 394, 10-18.
Fernández Cruz, F. J., Fernández Díaz, M. J., & Rodríguez Mantilla, J. M. (2018). El proceso de integración y uso pedagógico de las TIC en los centros educativos madrileños [The integration process and pedagogical use of ICTs in Madrid schools]. Educación XX1, 21(2), 395-416. https://doi.org/10.5944/educXX1.17907
Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union. https://doi.org/10.2788/52966
Fraile, M. N., Peñalva-Vélez, A., & Lacambra, A. M. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104
Gilster, P. (1997). Digital literacy. Wiley Computer Publishing.
Gritsenko, V., & Dovgiallo, A. (1997). Preparing our societies for the multimedia environment: Ukrainian experience and the need for international co-operation in digital literacy. The International Information & Library Review, 29(3-4), 431-445. https://doi.org/10.1080/10572317.1997.10762450
Hall, R., Atkins, L., & Fraser, J. (2014). Defining a self-evaluation digital literacy framework for secondary educators: The DigiLit Leicester project. Research in Learning Technology, 22, Article 21440. https://doi.org/10.3402/rlt.v22.21440
Huong, T. T., Vy, P. N. T., Minh, L. H., & Linh, N. T. (2025). Primary school teacher educators’ digital competence: Perceived confidence and continuing needs for 21st-century teaching. Educational Process: International Journal, 15, Article e2025147. https://doi.org/10.22521/edupij.2025.15.147
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence - An emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655-679. https://doi.org/10.1007/s10639-014-9346-4
Klapproth, F., Federkeil, L., Heinschke, F., & Jungmann, T. (2020). Teachers’ experiences of stress and their coping strategies during COVID-19 induced distance teaching. Journal of Pedagogical Research, 4(4), 444-452. https://doi.org/10.33902/JPR.2020062805
Krumsvik, R. (2009). Situated learning in the network society and the digitised school. European Journal of Teacher Education, 32(2), 167-185. https://doi.org/10.1080/02619760802457224
Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital competence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 11(3), 143-164. https://doi.org/10.18261/issn.1891-943x-2016-03-02
Le, H. V., Huynh, D. T., & Nguyen, T. T. (2025). Technology integration in English language teaching: Assessing the digital readiness of Vietnamese high school teachers. International Journal of Information and Learning Technology, 42(5), 449-465. https://doi.org/10.1108/IJILT-03-2025-0085
Napal Fraile, M., Peñalva-Vélez, A., & Mendióroz Lacambra, A. M. (2018). Development of digital competence in secondary education teachers’ training. Education Sciences, 8(3), Article 104. https://doi.org/10.3390/educsci8030104
Nguyen, C. T. H., Thu, H. L. T., Thuy, D. L., Thu, H. N. T., & Minh, T. D. T. (2024). Elements affecting primary school teachers’ digital competency in Vietnam’s northern mountainous areas. Journal of Education and e-Learning Research, 11(2), 292-301. https://doi.org/10.20448/jeelr.v11i2.5545
Nguyen, T. H. C. (2024). Exploring the role of artificial intelligence-powered facilitator in enhancing digital competencies of primary school teachers. European Journal of Educational Research, 13(1), 219-231. https://doi.org/10.12973/eu-jer.13.1.219
Polak, S., Schiavo, G., & Zancanaro, M. (2022). Teachers’ perspective on artificial intelligence education: An initial investigation. In CHI Conference on Human Factors in Computing Systems Extended Abstracts (Article 431, pp. 1-7). Association for Computing Machinery. https://doi.org/10.1145/3491101.3519866
Rahmawati, S., Abdullah, A. G., & Widiaty, I. (2024). Teachers’ digital literacy overview in secondary school. International Journal of Evaluation and Research in Education, 13(1), 597-606. https://doi.org/10.11591/ijere.v13i1.25747
Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: Digital learning before and during the COVID-19 pandemic in Irish secondary schools. Technology, Pedagogy and Education, 30(1), 159-181. https://doi.org/10.1080/1475939X.2020.1854844
Shamir-Inbal, T., & Blau, I. (2021). Facilitating emergency remote K-12 teaching in computing-enhanced virtual learning environments during COVID-19 pandemic - Blessing or curse? Journal of Educational Computing Research, 59(7), 1243-1271. https://doi.org/10.1177/0735633121992781
Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies, 25(1), 471-486. https://doi.org/10.1007/s10639-019-09980-6
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2023). Assessing teachers’ digital competence in primary and secondary education: Applying a new instrument to integrate pedagogical and professional elements for digital education. Education and Information Technologies, 28(12), 16017-16040. https://doi.org/10.1007/s10639-023-11848-9
Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Revuelta Dominguez, F. I., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. PLOS ONE, 16(8), Article e0256283. https://doi.org/10.1371/journal.pone.0256283
Vo Thi, B., & Hoang, H. (2024). Digital competency - Perspectives of teacher students and primary teachers. Multidisciplinary Reviews, 7(12), Article 2024216. https://doi.org/10.31893/multirev.2024216
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens: With new examples of knowledge, skills and attitudes. Publications Office of the European Union. https://doi.org/10.2760/115376
Zhao, Y., Pinto Llorente, A. M., & Sánchez Gómez, M. C. (2021). Digital competence in higher education research: A systematic literature review. Computers & Education, 168, Article 104212. https://doi.org/10.1016/j.compedu.2021.104212
Đã Xuất bản
Cách trích dẫn
Số
Chuyên mục
Giấy phép
Bản quyền (c) 2026 Tạp chí Giáo dục
Tác phẩm này được cấp phép theo Ghi nhận tác giả của Creative Commons Giấy phép quốc tế 4.0 .
