RT Journal Article
T1 Digital transformation and digital literacy in the context of complexity within higher education institutions: a systematic literature review
A1 Farias Gaytan, Silvia
A1 Aguaded, José Ignacio
A1 Ramírez Montoya, María Soledad
AB The incessant changes in technology generate new products and services, presenting multipleopportunities for the complex educational environment. Consequently, higher educationinstitutions must be attentive to these changes to ensure that students have the knowledgeand skills necessary for the work environment. This research aimed to identify studies relatedto digital transformation and digital literacy in higher education institutions through a systematicstudy of literature. The search resulted in 830 articles published in the Scopus andWeb of Science databases from 2015 to 2022. Quality questions, inclusion and exclusioncriteria were applied where 202 articles were selected for the study. The results show (a)interest of educational institutions in empirical studies where technologies are incorporatedfor didactic purposes, (b) challenges of opportunity in training programs to develop digitalcompetences of teachers and students, (c) little interest in the development of media literacy,(d) the methodological aspects of the studies allow exploring new perspectives of digitaltransformation in higher education. This article may be of interest to academics, decisionmakersand trainers of future professionals to introduce educational technology into learningprocesses in line with the complex demands of the world of work and society.
PB Springer
SN 2662-9992 (electrónico)
YR 2023
FD 2023-07
LK https://hdl.handle.net/10272/23881
UL https://hdl.handle.net/10272/23881
LA eng
NO Farias-Gaytan, S., Aguaded, I., & Ramirez-Montoya, M.-S. (2023). Digital transformation and digital literacy in the context of complexity within higher education institutions: a systematic literature review. In Humanities and Social Sciences Communications (Vol. 10, Issue 1). Springer Science and Business Media LLC. https://doi.org/10.1057/s41599-023-01875-9
NO The authors would like to thank the support from Tecnologico de Monterrey through the“Challenge-Based Research Funding Program 2022”. Project ID # I003-IFE001-C2-T3–T.Also, academic support from Writing Lab, Institute for the Future of Education, Tecnologicode Monterrey, México.
DS Repositorio Institucional de la Universidad de Huelva
RD 30 may 2026