Research on teacher’s digital competency: A bibliometric analysis

The post-COVID-19 pandemic has produced teachers who master digital competencies including the use of technology and digital media which are the basis for implementing education in the pandemic era. This article examines research to explore teacher digital competence through literature study using b...

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Bibliographic Details
Main Authors: Juliandarini, Juliandarini, Sudira, Putu, Fara, Tinesa
Format: Conference Proceeding
Language:English
Subjects:
Bibliometrics
COVID-19
Data analysis
Digital literacy
Education
Information management
Pandemics
Sustainable development
Teachers
Teaching
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Summary:The post-COVID-19 pandemic has produced teachers who master digital competencies including the use of technology and digital media which are the basis for implementing education in the pandemic era. This article examines research to explore teacher digital competence through literature study using bibliometric characteristics from articles published in 2018 to 2022 for five years, during the transition period before and after the pandemic. Using the keyword “digital competence” as well as teachers, bibliographical references were retrieved from the Scopus database (search date: November 2022). The software used, namely the Bibliometric R package, is used to perform information analysis. The results confirmed that there were 147 scanned final journal articles. Since 2018 until now, the number of articles on digital competencies possessed by teachers has continued to grow. Spain and Germany are the leading countries in this area. Most of the articles are published in educational technology journals. The core theme of the widely quoted article is about e-learning, teaching, education, and what is unique here is the digital competence of teachers related to the COVID-19 pandemic which has been going on since the end of 2019. In general, the development of digital competency research owned by These teachers can be used to find ways to develop these competencies through teacher training so that they can provide teaching for sustainable development.
ISSN:0094-243X
1551-7616
DOI:10.1063/5.0214915