Exploring In-Service and Pre-Service Teacher Digital Competence in Secondary Education: A Review
TL;DR
Teacher education programs must systematically embed digital pedagogy into their curricula to align educator readiness with real-world secondary school demands, and this study provides a foundational roadmap for future mixed-methods research.
Abstract
Background:Digital transformation has accelerated the integration of technology in education, positioning teacher digital competency (TDC) as a critical determinant of school readiness in the digital age.Purpose :To bridge the gap in existing literature that frequently evaluates pre-service and in-service educators separately, this systematic literature review aims to comprehensively map TDC in secondary education by examining its core characteristics, development initiatives, and discipline-specific applications.Method:Following PRISMA 2020 guidelines, a systematic search of the Scopus database was conducted, selecting 20 empirical papers published between 2020 and 2025 for thematic synthesis.Result:The synthesis revealed three core insights: (1) TDC extends beyond operational IT skills to encompass pedagogical implementation, teacher willingness, and social impact; (2) competency development relies heavily on teacher training, institutional school support, and proactive university curricula; and (3) practical applications are currently concentrated in STEM courses, with growing needs in non-STEM disciplines.Conclusion:Teacher education programs must systematically embed digital pedagogy into their curricula to align educator readiness with real-world secondary school demands. Despite methodological limitations from relying on a single database, this study provides a foundational roadmap for future mixed-methods research.