Teachers’ digital competencies and the facilitation of active learning in secondary education: A systematic review
DOI:
https://doi.org/10.5281/zenodo.23845222Keywords:
teachers' digital competence, active learning, secondary educationAbstract
This study aimed to examine the available evidence regarding the relationship between teachers' digital competence and the promotion of active learning in secondary education. To this end, a systematic search was conducted in Scopus for publications from the 2024–2026 period. Following the application of selection criteria, 118 records were reviewed, and 28 studies were included in the analysis. The synthesis, developed based on the available abstracts, was organized into four thematic areas: competencies for pedagogical design and mediation, active learning practices, educational outcomes, and implementation conditions. The results suggest that pedagogical skills related to the use of technology are associated with greater opportunities for inquiry, collaboration, and student autonomy. However, improved planning or more favorable attitudes toward technology do not always translate into effective changes in classroom practice. While some interventions reported progress in student performance and competencies, others focused on benefits as perceived by teachers or students. Continuous professional development, institutional support, and access to appropriate resources proved to be critical for implementation. Nevertheless, methodological heterogeneity and the lack of an assessment of the risk of bias limit the ability to draw more definitive conclusions. Overall, the findings indicate that this relationship should be analyzed based on how teachers integrate technologies into specific activities, rather than assuming that their mere incorporation guarantees an improvement in learning.
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