Lifelong learning in digital competency among teachers: a systematic review

Abstract

This study aims to explore the intersection between digital competency and teacher lifelong learning to address the increasing demand for digitally skilled educators. By identifying barriers such as insufficient training, gender disparities, and the lack of structured digital learning environments, the study contributes to a better understanding of the challenges in fostering digital literacy among teachers. A systematic literature review was conducted using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, focusing on 25 selected studies published between 2022 and 2024 from Scopus and Web of Science (WoS) databases. The analysis identified three major themes: i) classroom management and teacher training; ii) digital competency and integration; and iii) pedagogical innovation and teaching strategies. The findings underscore the necessity of continuous professional development and structured learning opportunities to equip teachers with the skills needed for effective digital education. This review concludes that while digital advancements provide significant opportunities for enhancing teacher competencies, targeted solutions must address existing barriers. Future research should investigate the role of AI in personalized professional development, incorporate digital ethics into teacher training, and address gender inequalities to foster inclusive and sustainable lifelong learning practices.