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Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities Abstract The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australasian Journal of Special and Inclusive Education Cambridge University Press

Digital Competence of Special Education Teachers: Impact, Challenges and Opportunities

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Publisher
Cambridge University Press
Copyright
© The Author(s), 2022. Published by Cambridge University Press
ISSN
2515-074X
eISSN
2515-0731
DOI
10.1017/jsi.2022.8
Publisher site
See Article on Publisher Site

Abstract

Abstract The digital training of teachers in general, and especially special education teachers, has become a key axis for transforming the education system in favour of quality education, equality and equity. This study provides a systematic review of the literature in four databases (Scopus, ERIC, Dialnet and Web of Science) on the level of digital competence of special education teachers during the period 2010–2021. A total of 25 studies were analysed. The results were organised according to the description of the studies (year of publication, country of production, methodological approach) and the conceptual analysis of the network, which allowed us to assess the impact, challenges and opportunities of the digital competence of special education teachers. The main results of the review show digital competence as a pending subject for special education teachers. In this sense, this review includes suggestions that can be carried out when developing training actions to improve the level of digital competence of special education teachers. This training is crucial for the learning and academic success of students with special educational needs.

Journal

Australasian Journal of Special and Inclusive EducationCambridge University Press

Published: Dec 1, 2022

Keywords: digital competence; teacher education; special education; systematic review

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