Technological skills in higher education students: A systematic review of recent literature
Article Sidebar
Main Article Content
Abstract
The study aimed to synthesize recent evidence on technological competencies in higher education students, describe the methodologies and contexts investigated, identify the types of competencies addressed, and examine their effects on learning. It was conducted using a qualitative approach with a systematic review design guided by PRISMA 2020. The search was performed exclusively in Scopus (2020–2025), applying inclusion/exclusion criteria and ethical traceability. The process yielded 115 identified documents, 48 examined, 20 evaluated in full text, and 15 included in the review. The results showed methodological heterogeneity (mixed, quantitative, and qualitative designs) and an evolution of digital competence from instrumental to cognitive, ethical, and pedagogical dimensions. Frameworks such as DigComp 2.2 and lines of research on digital literacy, AI, and Industry 4.0 technologies, linked to autonomous learning, critical thinking, employability, and well-being, predominated. Connectivity gaps and the risk of technological dependence were also identified, requiring pedagogical support and ethical training. It was concluded that technological competencies constituted a cross-cutting educational axis; periodic assessments, curricular alignment with international frameworks, and authentic experiences with AI were recommended, ensuring equity and ethics in their implementation
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
El contenido de los artículos es responsabilidad exclusiva de los autores.
Debe cumplir con los siguientes aspectos de la licencia CC BY NC ND :
- Atribución: debe otorgar el crédito correspondiente, proporcionar un enlace a la licencia e indicar si se realizó algún cambio. Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o su uso.
- No comercial: el material no se puede utilizar con fines comerciales.
- Sin derivados: si remezcla, transforma o construye sobre el material, no puede distribuir el material modificado.
- Sin restricciones adicionales: No se pueden aplicar términos legales o medidas tecnológicas que restrinjan legalmente a otros de hacer cualquier cosa que permita la licencia.
References
Al Kaabi, S. (2025). Reliance on AI and its effects on critical thinking and graduate readiness: Evidence from UAE higher education. International Journal of Learning, Teaching and Educational Research, 24(8), 398–417. Documento en línea. Disponible https://doi.org/10.26803/ijlter.24.8.17
Al-Hazaima, H., Alduneibat, K. A., Alhasnawi, M. Y., Alshdaifat, S. M., Hu, G., & Al-Shbiel, S. O. (2025). Exploring sustainability accounting education in the digital era with sustainability leadership as a moderating factor using a two-stage approach PLS-SEM–ANN. Discover Sustainability, 6(600). Documento en línea. Disponible https://doi.org/10.1007/s43621-025-01457-6
Aljaaidi, K. S., Abdulmajeed, I. A. I., Bafaqeer, S. M., & Habeeb, S. (2025). Mapping SDGs’ 4 and 8 through enhancing technological skills for students’ employability and establishing a software professional employability skills development program. International Journal of Data and Network Science, 9(1), 57–76. Documento en línea. Disponible https://doi.org/10.5267/j.ijdns.2024.10.002
Bakar, A., Astuti, A., & Karyono, O. (2025). The role of leadership and technology in transforming medical education: Integrating health promotion strategies for improved curriculum and outcomes. Journal of Education and Health Promotion, 14, 362. Documento en línea. Disponible https://doi.org/10.4103/jehp.jehp_1004_24
Boeris, C. E. (2024). Hacia una reformulación de las propuestas de enseñanza de contenidos tecnológicos en carreras de Bibliotecología. Palabra Clave (La Plata), 14(1), e238. Universidad Nacional de La Plata. Documento en línea. Disponible https://doi.org/10.24215/18539912e238
Budi?, H., Šostar, M., & Ryngelblum, A. (2025). Exploring ICT competency and communication preferences in higher education: Insights from Croatia. International Journal of Evaluation and Research in Education (IJERE), 14(4), 2931–2944. Documento en línea. Disponible https://doi.org/10.11591/ijere.v14i4.33513
Chen, F., Zhang, Y., & Chen, G. (2025). Exploring the effects of technology-supported collaborative inquiry and students’ ICT competency on scientific literacy and subject knowledge in rural science classrooms. Education and Information Technologies, 30, 18705–18732. Documento en línea. Disponible https://doi.org/10.1007/s10639-025-13512-w
Dávila-Laguna, R. F., Lizarzaburu, D., Cáceres, D. E., & Larroche, B. A. (2025). Soft skills and the use of Industry 4.0 as determinants of professional development in engineering graduates: A SEM approach. Sustainable Futures, 10, 100742. Documento en línea. Disponible https://doi.org/10.1016/j.sftr.2025.100742
European Commission. (2022). Digital competence framework for citizens (DigComp 2.2). Publications Office of the European Union. Documento en línea. Disponible https://joint-research- centre.ec.europa.eu/projects-and-activities/education-and-training/digital-transformation- education/digital-competence-framework-citizens-digcomp_en
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2025). ICILS 2023 international report: An international perspective on digital literacy. International Association for the Evaluation of Educational Achievement (IEA). Documento en línea. Disponible https://www.iea.nl/sites/default/files/2024-11/ICILS_2023_International_Report_0.pdf
Huang, R. S., Sood, T., Nelms, M., Wintraub, L., & Leung, F.-H. (2025). Addressing the challenges of field notes in medical education: a qualitative study of resident experiences. BMC Medical Education, 25(883). Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07578-w
Jiménez Cortés, R. (2025). Las profesoras de la E.S.O. ante los retos de la transformación digital, la inteligencia artificial y el empoderamiento de sus estudiantes. Revista Interuniversitaria de Formación del Profesorado, 10(NE), 1–18. Documento en línea. Disponible https://doi.org/10.47553/rifop.v100iNE.104843
Juasiripukdee, P., Srisuksai, P., & Nadprasert, P. (2025). Assessment of essential competencies of open university students in Thailand for the sustainable smart manufacturing industry. Asian Association of Open Universities Journal, 20(2), 137–153. Documento en línea. Disponible https://doi.org/10.1108/AAOUJ-12-2024-0160
López-Nuñez, J. A., Alonso-García, S., Berral-Ortiz, B., & Victoria-Maldonado, J. J. (2024). A systematic review of digital competence evaluation in higher education. Education Sciences, 14(11), 1181. Documento en línea. Disponible https://doi.org/10.3390/educsci14111181
Mamanazarov, S. Sh., Khajiyeva, M. S., Abdullaeva, D. S., Yuldasheva, G., Azkhodjaeva, R. A., Pirnazarov, A. A., & Khamedova, N. A. (2025). Innovating human capital development: The role of education, law, and economics through digital transformation. Qubahan Academic Journal, 5(3), 78–96. Documento en línea. Disponible https://doi.org/10.48161/qaj.v5n3a1698
Mejías-Acosta, A., D’Armas Regnault, M., Vargas-Cano, E., Cárdenas-Cobo, J., & Vidal- Silva, C. (2024). Assessment of digital competencies in higher education students: Development and validation of a measurement scale. Frontiers in Education, 9, 1497376. Documento en línea. Disponible https://doi.org/10.3389/feduc.2024.1497376
Necip, F., Lorenzen, H., Qvist, C. C., Ellegaard, M., & Agustian, H. Y. (2025). Technological literacy in biomedical laboratory science education: a mixed-methods study of curricula and student perspectives. BMC Medical Education, 25(1), 1124. Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07639-0
Omirali, A., Kozhakhmet, K., & Zhumaliyeva, R. (2025). Digital trust in transition: Student perceptions of AI-enhanced learning for sustainable educational futures. Sustainability, 17(17), 7567. Documento en línea. Disponible https://doi.org/10.3390/su17177567
Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., . . . Alonso-Fernández, S. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiología, 74(9). Documento en línea. Disponible https://www.sciencedirect.com/science/article/pii/S0300893221002748
Sarubbi-Baltazar, F. A., Arango-Ramírez, P. M., Martínez-Vargas, A., Maldonado-Cruz, G., Cruz-Cruz, E., & Sánchez-Soriano, M. (2025). Student profiles and technological challenges in virtual learning environments: Evidence from a technological institute in southern Mexico. Education Sciences, 15(9), 1106. Documento en línea. Disponible https://doi.org/10.3390/educsci15091106
Sumner, B., Martin, R., Gladman, T., Wilkinson, T. J., & Grainger, R. (2025). Understanding the gap: A balanced multi-perspective approach to defining essential digital health competencies for medical graduates. BMC Medical Education, 25(682). Documento en línea. Disponible https://doi.org/10.1186/s12909-025-07194-8
Tafrova-Grigorova, A., Kirova, M., Boiadjieva, E., & Raycheva, N. (2025). Predominant strategies for integrating digital technologies in the training of future chemistry and biology teachers. Chemistry Teacher International, 7(3), 471–483. Documento en línea. Disponible https://doi.org/10.1515/cti-2025-0016
Tan, X., Cheng, G., & Ling, M. H. (2025). Investigating the mediating role of TPACK on teachers’ AI competency and their teaching performance in higher education. Computers and Education: Artificial Intelligence, 9, 100461. Documento en línea. Disponible https://doi.org/10.1016/j.caeai.2025.100461
UNESCO. (2025). Digital learning and the transformation of education. United Nations Educational, Scientific and Cultural Organization. Documento en línea. Disponible https://www.unesco.org/en/digital- education
Yang, M., Jiang, S., Li, B., Herman, K., Luo, T., Chappell Moots, S., & Lovett, N. (2025). Analysing nontraditional students’ ChatGPT interaction, engagement, self-efficacy and performance: A mixed-methods approach. British Journal of Educational Technology, 56(5), 1973–2000. Documento en línea. Disponible https://doi.org/10.1111/bjet.13588
Zeng, J., Yan, H., & Zhang, H. (2025). How Classroom Curiosity Affects College Students’ Creativity? Education Sciences, 15(9), 1101. Documento en línea. Disponible https://doi.org/10.3390/educsci15091101