Teachers’ digital competences assessment resources in online higher education: a systematic literature review

Renato Miguel de Moraes; Cassio Santos; Neuza Pedro

doi:10.1590/1983-3652.2026.63442

Autores/as

Renato Miguel de Moraes University of Lisbon https://orcid.org/0000-0002-3982-431X
Cassio Santos Instituto Politécnico de Santarém https://orcid.org/0000-0002-1402-2978
Neuza Pedro University of Lisbon https://orcid.org/0000-0001-9571-8602

DOI:

https://doi.org/10.1590/1983-3652.2026.63442

Palabras clave:

Teachers’ digital competence, Higher education, Online teaching, Evaluation, Systematic literature review

Resumen

This systematic literature review (SLR) explores how contemporary academic studies (2020–2025) have addressed the assessment of professors’ digital competences in the context of online higher education. Guided by Okoli’s procedures and the PRISMA protocol, 25 peer-reviewed articles were selected and synthesised using bibliometric, textual, and thematic analyses, and subsequently classified according to the typology of instruments proposed by Mattar, Ramos, and Lucas (2022). Findings identified 56 theoretical references and models, along with 18 instruments, revealing a diverse, globally distributed methodological landscape. Regarding the instruments, the predominance of quantitative methodologies and self-assessment instruments was exposed. The DigCompEdu Check-In stands out as a widely applied tool in different educational and cultural contexts. The analysis further identified a lack of transparency in how instruments were described and shared, frequently unnamed, lacking appendices, or methodologically underreported, as well as the susceptibility to cognitive biases inherent in the self-assessment instruments that dominate the corpus, and the use of ad hoc instruments without adequate validation or dissemination. Conclusions highlight that the field of digital skills assessment requires greater contextualisation, methodological diversification, and scientific rigour to support better educational practices in a digital transformation context.

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Biografía del autor/a

Renato Miguel de Moraes, University of Lisbon

PhD candidate in TIC in Education at the Institute of Education of the University of Lisbon. Master's degree in Assessment from Faculdade Cesgranrio (2022). Completed a specialisation in information systems with an emphasis on the internet (e-IS Expert Programme) in 2014. Graduated in Computer Systems from the Fluminense Federal University - CEDERJ (2013) and in Mathematics from the Federal University of Rio de Janeiro (2010). Currently an information technology analyst at the Federal University of Rio de Janeiro. He was the technical leader of the AVADES information system project at UFRJ for the Professional Performance Evaluation (2019).
Cassio Santos, Instituto Politécnico de Santarém

I have over 15 years of experience in Higher Education and professional Education, mainly dedicated to distance learning. I have a PhD and a Master’s in Education and Digital Technologies in Information Technology and Communication - ICTs in Education, both at the University of Lisbon. My PhD thesis titled Development of e-DigCompEdu: a framework for teaching digital competences in higher education online is waiting PhD defence date. I had the opportunity to work as a tutor, professor and research assistant, guest professor in the assistance to the coordination of the master’s degree in Education and Digital Technologies (distance education) in the University of Lisbon. I have experience in course development, instructional design, training, and consulting. I am a researcher working in the field of digital competence, with relevant publications in this area and I am the author of the tool www.digcomptest.eu, which promotes the assessment of the proficiency level in digital competence of educators. I was visiting researcher at the Universidad Complutense de Madrid (UCM), member the Educational Technologies Research Group (GPTEd) and had research projects funded by the National Council for Scientific and Technological Development (CNPq) and by the Coordination of Improvement of Higher Education Personnel (CAPES), both on digital competences in education.
Neuza Pedro, University of Lisbon

PhD in ICT in Education, Masters in Educational Psychology. Professor at the Institute of Education-University of Lisbon since 2010. Coordinator of the PhD and Masters Programmes in Education and Digital Technologies. Coordinator of the E-learning Lab of University of Lisbon (2010-2019). Currently teaching 'E-learning Fundaments' ‘Training in Learning Management Systems', 'Social network analysis' and ‘Research Methods in Education' courses in Masters and PhD Programs.

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