Are Our Faculty Truly Digitally Competent? Choosing the Right Tools to Measure What Matters

The review identified 47 studies conducted across five continents and confirmed that DigCompEdu is currently the most widely adopted framework for assessing teachers' digital competence, particularly in Europe and Latin America, while TPACK remains the second most frequently used model. In contrast, a considerable proportion of Asian studies continue to employ locally developed questionnaires without comprehensive validation, limiting international comparability.

The authors found that most studies rely on quantitative self-assessment instruments, with relatively few objective performance assessments and even fewer intervention studies aimed at improving digital competence. They also identified important regional differences: European studies primarily report deficiencies in digital content creation; studies from the Americas highlight pedagogical competencies for technology integration and digital assessment; while Asian studies emphasize collaboration and the pedagogical application of technological knowledge.

From a methodological perspective, the review appropriately follows the PRISMA guidelines, applies explicit inclusion criteria, and searches two major bibliographic databases (Scopus and Web of Science). However, it is limited to open-access articles published only in English or Spanish and excludes grey literature and other relevant databases, potentially omitting important evidence. Furthermore, the review does not include a meta-analysis or quantitative synthesis of effect sizes; therefore, its conclusions remain primarily descriptive.