A Bibliometric Review and Content Analysis of Research Trends in Digital Competence of Teachers
DOI:
https://doi.org/10.24310/ijtei.121.2026.22942Keywords:
Teacher digital competence, DigCompEdu, AI in education, Digital pedagogy, Educational technology, Research trendsAbstract
This bibliometric review and content analysis maps research trends in teachers' digital competence (DC) from 2020 to 2025, analysing 524 high-impact publications in the Scopus database. This study used bibliometric coupling, co-word analysis, and content analysis via VOSviewer and Biblioshiny. The study reveals that Spain is the dominant contributor in terms of volume, with 142 publications; however, Australia, Germany, and Hong Kong have a higher citation impact per article. Thematic evolution shows a shift from a focus on technical skills and gender equity (2020) to the pedagogical integration of ICT and teacher training (2022), and later to psychological constructs such as self-efficacy and self-determination theory (2024). Key frameworks like DigCompEdu anchor the discourse, while emerging topics include AI-driven chatbots, gamification, and digital equity. Leading journals include Sustainability (Switzerland) and Education and Information Technologies, while influential authors (e.g., Cabero-Almenara, Palacios-Rodríguez) emphasise inclusive digital pedagogies. The COVID-19 pandemic accelerated research on remote assessment and e-learning. Future directions call for comparative studies of DC frameworks across cultures, ethical AI integration, and equity-focused interdisciplinary approaches. Despite limitations like database bias and citation thresholds, this synthesis highlights the field’s maturation toward holistic, context-sensitive models of teacher DC.
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