State of the art of Digital Competence of Higher Education teachers in Spain and Latin America

This article is a review of the state of the art of digital competence of higher education teachers, both in Spain and Latin America, from 2016 to 2020. We will pay attention to the concept of digital competence (DC) in higher education, and to the different criteria or dimensions which were developed in order to evaluate it. The main objective of this review is to approach the discussion that was generated around this concept, to analyze its evolution and to contribute to the definition of the state of the art of different aspects, such as: Which is the best way to make an accurate diagnosis of DC in higher education? What type of evaluations were carried out? What type of experiences were analyzed? 35 articles were selected about the concept of DC, criteria for its evaluation, and experiences in which emerging technologies were used for the evaluation or the incorporation of DC in higher education. It has been observed that exploratory evaluations have been carried out; there is a need for evaluating different competences and its definition includes not only technology proficiency, but also other relevant aspects such as the didactic value, forms of communication, or research.