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

Introduction 
 
Developing the set of skills and knowledge required by educators to enable student learning in diverse 
digital environments has been an important and consistent debate within educational technology (EdTech) 
and higher education (HE) research (McGarr et al., 2021; Zhao et al., 2021). In the past decade, the construct 
of teacher digital competence (TDC) has emerged, defined as the set of skills, attitudes and knowledge 
required by educators to function productively, safely and ethically in diverse and digitally mediated 
environments (Esteve-Mon et al., 2020; Falloon, 2020). The prominence of policy and practice initiatives 
related to TDC is largely motivated by the increasing demands placed on faculty, connected to the velocity 
of digital transformations across all aspects of professional life, including the duty to support students in 
becoming digitally competent. The current global pandemic has only exacerbated the need for educators to 
function productively and (often) remotely using a range of digital tools. The immense popularity and 
growth of a systematic review industry in education research has meant that literature reviews on the same 
topic will have been carried out, often simultaneously, resulting in varying conclusions concerning the same 

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Australasian Journal of Educational Technology, 2022, 38(3). 
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research problem and thematic domain (Polanin et al., 2017). Systematic reviews are increasingly common, 
especially with semantic variations between neighbouring concepts such as DC or digital literacy across 
geographic boundaries (Reis et al., 2019; Spante et al., 2018). 
Although the boom in DC research initiated well before the shift to emergency remote teaching, justification 
for such research has only been amplified by the current mode of teaching in HE. Recent research has 
examined integrating DC into curricula (Sánchez-Caballé et al., 2021), defined a new dimension of 
pedagogical DC which intersects values, knowledge and skills (From, 2017), and examined the role of DC 
in enabling teaching innovation through teacher training (Garzón Artacho et al., 2020). Recently, 
supranational frameworks related to TDC have had increasing influence on national policies (McGarr et 
al., 2021), most notably with the common European framework for the DC of educators (DigCompEdu), 
aimed at guiding policy and implementing regional and national training programs (Redecker & Punie, 
2017). Specifically, the DigCompEdu framework has influenced the expansion of research which develops 
scales and self-assessment instruments for measuring TDC (Cabero-Almenara, Barroso-Osuna, et al., 2021; 
Ghomi & Redecker, 2019). Needless to say, facing an abundance of recent evidence, keeping up to date in 
the field can be a challenge for practitioners and researchers and thus systematic reviews can be a starting 
point for developing research and practice guidelines.