Novelli, J. (2025).  Digital Skills in Teacher Education in Higher Education: A State-Of-The-Art Review [VIDEO]. AcademyOn. https://academy-on.com/videos/vjshr-v4i2-1220

This video presents an overview focusing on research in digital competence and teacher education in the context of higher education in Brazil. A search conducted on Google Scholar using the keywords “digital competencies; teacher education; higher education,” from 2015 to 2025, yielded 25 articles that emphasize the need to invest in the development of teachers’ digital competencies.

Given that the use of Digital Information and Communication Technologies (DICT) has become an integral part of various social spheres—specifically in the field of education—it is important to recognize that, in order to teach in this new digital, informational, multifaceted, heterogeneous, and hyperconnected society, teacher education—whether initial or continuing—is crucial. That said, this article presents a current overview, focusing on research that discusses digital competence and teacher education in the context of higher education at the national level. A search conducted on Google Scholar using the keywords “digital competencies; teacher education; higher education,” refined to the period from 2015 to 2025, yielded 25 scholarly articles. In light of the results of this current overview, it is evident that the studies conducted emphasize the need to invest in teacher training with regard to the development of their digital competencies. Although teachers are making use of digital technologies, their pedagogical practices are still limited to instrumental and technical use, with a predominance of underutilization. In this regard, discussing the concept of digital competence and developing these skills based on reference documents is of the utmost importance for education professionals to promote teaching practices aimed at fostering critical, emancipatory, and innovative attitudes in this technological age, marked by AI and so many other tools and resources. In conclusion, the research suggests that DigComp and DigCompEdu show promise for the implementation of public policies in the Brazilian educational landscape, in addition to serving as a guide for the development of teachers’ digital competence.

Digital literacy; Teacher training; Higher education.

The author gratefully acknowledge “Fundação Araucária - Napi - Educação do Futuro”.

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Dias-Trindade, S., Moreira, J. A., & Nunes, C. S. (2019). Escala de autoavaliação de competências digitais de professores: Procedimentos de construção e validação. Texto Livre: Linguagem e Tecnologia, 12(2), 152–171. https://doi.org/10.17851/19833652.12.2.152-171

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Lucas, M., & Moreira, A. (2018). DigCompEdu: Quadro europeu de competência digital para educadores. UA Editora. https://ria.ua.pt/handle/10773/24983

Moreira, J. A., Dias-Trindade, S., Knuppel, M. A., & Serra, I. (2024). Quadro de referência das competências pedagógico-digitais de professores: Pedagogical DigCompEdu Reloaded. Whitebooks.

Trindade, S. M. G. D. (2022). Tecnologias e competências digitais na educação portuguesa [Tese de doutorado]. https://eg-fr.uc.pt/handle/10316/101742

Serra, I. M. R. S., et al. (2024). Competências digitais e suas aplicações pedagógicas: Uma avaliação das habilidades docentes no Ensino Superior. Pesquisa em Foco, 29(2), 153–172. https://doi.org/10.18817/pef.v29i2.3982

Loureiro, A. C., Meirinhos, M., & Osório, A. J. (2020). Competência digital docente: Linhas de orientação dos referenciais. Texto Livre: Linguagem e Tecnologia, 13(2), 163–181. https://www.redalyc.org/journal/5771/577164137010/577164 137010.pdf

Brasil (2018). Base Nacional Comum Curricular. http://portal.mec.gov.br/docman/abril-2018-pdf/85121-bncc-ensino-medio/file

Organização das Nações Unidas para a Educação, a Ciência e a Cultura – UNESCO (2009). Padrões de competência em TIC para professores: Diretrizes de implementação. Unesco.

Bachelor’s degree in Language and Literature (Portuguese and English) from the State University of Maringá (2002). Specialization in Foreign Language Teaching from the State University of Londrina (2007). Master’s degree in Language Studies and Teacher Education from the graduate program at the State University of Londrina (2008). Ph.D. in Language Studies and Teacher Education from the State University of Londrina (2015). Postdoctoral research at NAPI-UaB in Portugal. Professor of English in the Department of Modern Languages at the State University of Maringá (UEM) and a professor in the Graduate Program in Languages at UEM. Coordinator of the “O Paraná Fala Idiomas” Program and coordinator of the Open University of Brazil (UAB) at UEM. Director of the Distance Education Center (2018–2022). President of the UEM Undergraduate Programs Forum (2021–2023). She has experience teaching English at the elementary, secondary, and higher education levels. She is the coordinator of the Graduate Program in Language and Literature (PLE) (2023–2025). She is currently Coordinator of the Institutional Teaching Initiation Scholarship Program (PIBID-English) (2022–present) and the coordinator of the extension project “Integrated Laboratory for Academic and Scientific Literacy—LILA.” She researches English language teaching and learning, focusing primarily on the areas of critical reading, critical literacy, cognition, teacher education, and digital technologies (TDIC). She coordinated the research project titled “DIGITAL LITERACIES: Theoretical and Methodological Perspectives on Teaching, Learning, and Teacher Education.” She currently coordinates the research project “Multiliteracies in Language Teaching, Learning, and Assessment, and in Teacher Education.”