Estado actual de las competencias digitales en la educación superior: Un enfoque basado en el modelo PRISMA

• Viviana Paola Arregui-Valdivieso https://orcid.org/0000-0002-2574-3439
• Mirella Narcisa Adum-Lípari https://orcid.org/0000-0003-2950-0394
• María de los Ángeles Cruz-Tamayo https://orcid.org/0000-0001-7255-1627
• Diego Omar Guilcapi-Lunavictoria https://orcid.org/0009-0001-4550-1736

DOI: https://doi.org/10.31876/rcs.v30i.42842

Abstract

El actual panorama digital exige el uso de competencias digitales en el ámbito universitario. Por ello, esta investigación tuvo como objetivo analizar el estado actual de las competencias digitales en la Educación Superior, utilizando el modelo PRISMA como marco teórico. Se desarrolló un estudio de revisión sistemática y meta-análisis apoyado con metodología cualitativa. De un conjunto inicial de 586 estudios se seleccionaron 35, todos procedentes de la base de datos Scopus entre 2020 y 2023. El propósito del trabajo fue ofrecer una perspectiva renovada acerca de las habilidades de los educadores en relación con las Tecnologías de la Información y Comunicación, con miras a mejorar áreas vitales y establecer bases para investigaciones subsiguientes. Los resultados evidencian la imperiosa necesidad de implementar estrategias digitales avanzadas, basadas en el marco DigCompEdu, que define seis áreas de competenciales cruciales. El análisis destaca la capacidad de ciertas herramientas digitales para potenciar la colaboración y el intercambio académico, identificando, además, desafíos relevantes, como la esencial formación docente continua y el desarrollo de evaluaciones equitativas. Se concluye con la imperiosa necesidad de reforzar las competencias digitales en educación superior, poniendo de relieve las brechas existentes y subrayando la importancia del empoderamiento estudiantil y la innovación evaluativa.

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