Teachers' digital competencies and their relationship with meaningful school learning
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The digital transformation of education has positioned teachers’ digital competencies as a key factor in understanding the quality of teaching processes and their influence on meaningful school learning. Within this framework, the study aimed to analyze, through specialized literature, how the relationship between these two categories has been conceptualized, explained, and problematized. Methodologically, an exploratory bibliographic review was conducted, with a qualitative approach and descriptive scope, through the search and selection of academic literature in databases such as Scopus, Web of Science, ERIC, SciELO, and Google Scholar, prioritizing publications from 2015 to 2025. The findings show that teachers’ digital competence gains pedagogical value when it goes beyond technical mastery and is translated into instructional design, formative assessment, self-regulation, collaboration, and cognitive mediation of learning. Likewise, it was identified that its impact depends on personal, institutional, and contextual factors, while important gaps remain in the empirical measurement of meaningful learning and in situated explanatory studies. In conclusion, teachers’ digital competence constitutes a relevant pedagogical mediation for promoting deep learning, provided that its integration responds to formative, contextual, and pedagogically intentional criteria.
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