Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Abstract

The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.

Las competencias artísticas en la educación superior y su relación con los Objetivos de Desarrollo Sostenible (ODS). Análisis de planes docentes universitarios

“…La competencia pedagógica de un individuo en un campo del saber concreto se refiere a la especialización experta en dicho campo (Ranta, Kangas, Harju-Luukkainen, Ukkonen-Mikkola, Neitola, Kinos, Sajaniemi y Kuusisto, 2023), habiéndose estudiado en relación a una gran variedad de saberes académicos. Así, la competencia digital (Foadi y Varghese, 2022;Montenegro-Rueda y Fernández-Batanero, 2022), la competencia cultural (Ran Han y Won Jeong), la competencia física (Chapelski, Erlandson, Stoddart, Froehlich Chow, Baxter-Jones y Humbert, 2023) o la competencia motora (den Uil, Janssen, Busch, Kat, Scholte, 2023).…”