The Effect of Teachers' Digital Competencies on Students' Academic Achievements: A Systematic Review

Abstract

This systematic review examines the relationship between Teachers' Digital Competencies (TDC) and Students' Academic Achievements (SAA) in evolving educational technology contexts.Synthesizing research from 2014-2024, it explores the TDC-SAA relationship across educational levels and subjects, identifying moderating factors and evolutionary trends. Findings reveal a generally positive TDC-SAA association, varying in strength across contexts, with greater impact in secondary and higher education, especially in STEM subjects. Moderating factors include student socioeconomic status, teachers' attitudes, and school resources. The review notes a shift from focus on basic technical skills to complex pedagogical technology integrations. This study contributes a nuanced understanding of TDC's influence on student outcomes in the digital age, offering implications for educational practice, policy, and research. It emphasizes the need for ongoing teacher digital competence development, subject-specific technology integration approaches, and resilient educational systems leveraging digital technologies effectively in diverse contexts. The review addresses five key research questions, exploring the overall TDCSAA relationship, specific aspects of digital competence, variations across educational settings, moderating factors, and the relationship's evolution over time.