Use of DigComp and DigCompEdu digital competence frameworks in education: literature review

Cassio Cabral Santos, João Mattar, Neuza Sofia Guerreiro Pedro

Abstract


This review aimed to investigate the educational literature based on DigComp and DigCompEdu through a scoping review or mapping (Paré et al., 2015), following the methodological guidelines of Okoli (2019). The search resulted in 327 works, of which 18 articles were selected, analyzed considering the context and objectives of the research, the methodological approach, the instruments used, the audience and the conclusions. The results found allowed to verify that the analyzed researchers have used primarily used quantitative, based on questionnaires and supported by a variety of methodologies, focused on the evaluation of higher education instructor’s digital skills, with lower incidence of students, basic education and curriculum. These frameworks are also used to develop proposals for training and data analysis. The need for training for the development of digital skills for instructors and students is identified.

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DOI: https://doi.org/10.14571/brajets.v14.n2.311-327

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