A systematic review on measurement instruments of digital competencies of university teachers in English Teaching majors

The research presents a systematic review of measurement instruments for assessing digital competencies among university teachers in English teaching majors in Costa Rica. The study aimed to analyze the digital competencies of educators across various models and regions, identifying the most common competences and categorizing them into distinct dimensions. Data were gathered using a systematic bibliographic review methodology, and relevant literature was analyzed qualitatively. The findings reveal key elements contributing to an ideal measurement instrument, highlighting essential competencies university teachers should possess to effectively integrate digital tools into their teaching practices. This review sheds light on the current state of digital competence among educators and serves as a foundation for developing robust assessment tools tailored to the specific needs of English teaching professionals in Costa Rica. By delineating the critical dimensions of digital competencies, this research provides valuable insights for educational institutions aiming to enhance the digital proficiency of their teaching staff.