Australasian Journal of Educational Technology, 2022, 38(3)

Corresponding author
: Mitchell Peters, 
[e-mail]
 
Copyright
: Articles published in the 
Australasian Journal of Educational Technology
(AJET) are available 
under Creative Commons Attribution Non-Commercial No Derivatives Licence (
CC BY-NC-ND 4.0
). 
Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 
4.0. 
Please cite as
: Peters, M., Elasri-Ejjaberi, A., Martínez-Argüelles, M. J., & Fàbregues, S. (2022). Teacher 
digital competence development in higher education: Overview of systematic reviews. 
Australasian 
Journal of Educational Technology, 38
(3), 122-139. 
https://doi.org/10.14742/ajet.7543
 

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Australasian Journal of Educational Technology, 2022, 38(3). 
137 
Appendices 
Appendix A 
Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews 
(PRISMA-ScR) Checklist 
(Tricco et al. (2018, pp. 467–473)
 
Section 
Item 
PRISMA-ScR checklist item 
Reported on 
page # 
Title 
Title 
1 
Identify the report as a systematic review. 
Page 1 
Abstract 
Structured summary 
2 
Provide a structured summary that includes (as 
applicable): background, objectives, eligibility criteria, 
sources of evidence, charting methods, results and 
conclusions that relate to the review questions and 
objectives. 
N/A 
Introduction 
Rationale 
3 
Describe the rationale for the review in the context of 
what is already known. Explain why the review 
questions/objectives lend themselves to a scoping review 
approach. 
Page 2–3 
Objectives 
4 
Provide an explicit statement of the questions and 
objectives being addressed with reference to their key 
elements (e.g., population or participants, concepts and 
context) or other relevant key elements used to 
conceptualise the review questions and/or objectives. 
Page 3 
Methods 
Protocol and 
registration 
5 
Indicate whether a review protocol exists; state if and 
where it can be accessed (e.g., a Web address); and if 
available, provide registration information, including the 
registration number. 
Not applicable 
Eligibility criteria 
6 
Specify characteristics of the sources of evidence used as 
eligibility criteria (e.g., years considered, language and 
publication status), and provide a rationale. 
4 
Information sources 
7 
Describe all information sources in the search (e.g., 
databases with dates of coverage and contact with 
authors to identify additional sources), as well as the date 
the most recent search was executed. 
3 
Search 
8 
Present the full electronic search strategy for at least 1 
database, including any limits used, such that it could be 
repeated. 
Page 4 
Selection of sources of 
evidence 
9 
State the process for selecting sources of evidence (i.e., 
screening and eligibility) included in the review. 
Pages 3–4 
Data charting process 
10 
Describe the methods of charting data from the included 
sources of evidence (e.g., calibrated forms or forms that 
have been tested by the team before their use, and 
whether data charting was done independently or in 
duplicate) and any processes for obtaining and 
confirming data from investigators. 
4–5 
Data items 
11 
List and define all variables for which data were sought 
and any assumptions and simplifications made. 
Pages 8–9, 12 
Critical appraisal of 
individual sources of 
evidence 
12 
If done, provide a rationale for conducting a critical 
appraisal of included sources of evidence; describe the 
methods used and how this information was used in any 
data synthesis (if appropriate). 
Page 6 
Synthesis of results 
13 
Describe the methods of handling and summarising the 
data that were charted. 
Page 6 
Results 
Selection of sources of 
evidence 
14 
Give numbers of sources of evidence screened, assessed 
for eligibility and included in the review, with reasons 
for exclusions at each stage, ideally using a flow 
diagram. 
Page 5–6 

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Australasian Journal of Educational Technology, 2022, 38(3). 
138 
Section 
Item 
PRISMA-ScR checklist item 
Reported on 
page # 
Characteristics of 
sources of evidence 
15 
For each source of evidence, present characteristics for 
which data were charted and provide the citations. 
6–7 
Critical appraisal 
within sources of 
evidence 
16 
If done, present data on critical appraisal of included 
sources of evidence (see item 12). 
Page 11 
Results of individual 
sources of evidence 
17 
For each included source of evidence, present the 
relevant data that were charted that relate to the review 
questions and objectives. 
Pages 8–11 
Synthesis of results 
18 
Summarise and/or present the charting results as they 
relate to the review questions and objectives. 
Pages 5–11 
Discussion 
Summary of evidence 
19 
Summarise the main results (including an overview of 
concepts, themes and types of evidence available), link to 
the review questions and objectives and consider the 
relevance to key groups. 
Pages 12–13 
Limitations 
20 
Discuss the limitations of the scoping review process.
 
Page 14 
Conclusions 
21 
Provide a general interpretation of the results with 
respect to the review questions and objectives, as well as 
potential implications and/or next steps. 
Page 14 
Funding 
Funding 
22 
Describe sources of funding for the included sources of 
evidence, as well as sources of funding for the scoping 
review. Describe the role of the funders of the scoping 
review. 
Page 15 
Note
. JBI = Joanna Briggs Institute; PRISMA-ScR = Preferred Reporting Items for Systematic reviews and Meta-
Analyses extension for Scoping Reviews.