Pre-Service Teachers' Digital Competence in Early Childhood and Primary Education: A Systematic Review of the Literature

Autori

  • Enrique Alastor Universidad de Málaga
  • Francisco David Guillén-Gámez Universidad de Málaga
  • Julio Ruiz-Palmero Universidad de Málaga

DOI:

https://doi.org/10.47553/rifop.v39i2.107966

Abstract

The integration of ICT in classrooms as a regular practice requires future teachers to be trained in the didactic use of new technologies and to acquire digital competences that enable them to implement these technologies effectively. Therefore, it is necessary to research this topic to achieve a better understanding of the digital competences that future teachers possess. The aim of this research is to conduct a systematic review that analyzes the current state of the literature on the digital competences of future teachers, with the goal of establishing future research lines and training proposals. The PRISMA methodology was employed, and the results were presented using the flowchart of this methodological design. Studies published up to the year 2023 (N=18) in the SCOPUS, JCR, and Proquest databases were reviewed. The results show the current state of the literature on digital competences in future teachers. The study concludes with a proposal for research lines, as well as some training measures to be implemented with future teachers, addressing the needs identified in the studies that comprise the sample.

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Pubblicato

2025-08-13

Come citare

Alastor, E., Guillén-Gámez, F. D. ., & Ruiz-Palmero, J. (2025). Pre-Service Teachers’ Digital Competence in Early Childhood and Primary Education: A Systematic Review of the Literature. Revista Interuniversitaria De Formación Del Profesorado. Continuación De La Antigua Revista De Escuelas Normales, 39(2), 147–162. https://doi.org/10.47553/rifop.v39i2.107966

Fascicolo

V. 39 N. 2 (2025): Educación en transformación. Democracia, inclusión e innovación desde las aulas

Sezione

Miscelánea

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