Competencias digitales de los docentes para la enseñanza y el aprendizaje en educación secundaria: una revisión sistemática

Abstract

Background: The digital transformation of secondary education has positioned teachers' digital competencies as a key component for improving the quality of teaching and learning processes. However, their development remains uneven and is influenced by pedagogical, technological, and institutional factors. Objective: To analyze the level of development of secondary school teachers' digital competencies and their impact on teaching and learning. Method: A systematic review was conducted following the PRISMA 2020 guidelines. The search was performed in SciELO, Redalyc, Dialnet, and institutional repositories, covering studies published between 2020 and 2025. After applying inclusion and exclusion criteria based on the PICOS framework, 12 empirical studies were selected for qualitative synthesis. Results: The studies provide evidence of progress in the instrumental use of devices, platforms, and communication tools. However, limitations persist in digital content creation, safety, problem-solving, and techno-pedagogical integration associated with the TPACK model. The evidence also suggests favorable effects on student motivation, participation, and performance, although correlational and self-reported designs predominate. Conclusion: The consolidation of these competencies requires continuous situated training, institutional support, and adequate connectivity and infrastructure conditions to bridge territorial and usage gaps within the Ibero-American context.