Assessing Teachers’ Digital Competences in Early Childhood Education: A Systematic Review of Methodological Approaches
DOI:
https://doi.org/10.18634/sophiaj.22v.1i.1586Keywords:
assessment, digital competence, teacher digital competence, early childhood education, systematic reviewAbstract
Introduction: Assessing Teacher Digital Competence (TDC) in Early Childhood Education (ECE) isessential for develop mentally appropriate digital integration. TDC refers specifically to the pedagogical and professional application of digital technologies in educational settings, distinct from general digital literacy or broader digital competence. However, the methodological quality—defined as the rigor, transparency, and coherence of study design and reporting—and psychometric transparency—understood as the explicit reporting of validity and reliability evidence—of TD Cassessment in ECE remain unclear. Objective: This typology was developed to support a structured comparison of reporting transparency among studies evaluating TDC in ECE. Materials and methods: Following PRISMA 2020 guidelines, this systematic review synthesized empirical studies published between 2006 and 2024 and indexed in Scopus, Web of Science, ERIC, and Education Database. Inclusion criteria focused on TDC assessment in ECE. Data extraction covered conceptual frameworks, instruments, psychometric reporting, and evaluator profiles. Heterogeneity was analyzed across theoretical frameworks, construct operationalization, and validation reporting. Results: Eighteen studies met the inclusion criteria. Findings reveal a predominance of quantitative self-assessment questionnaires (77.8%) and substantial heterogeneity in conceptual anchoring and validation practices. While frameworks such as TPACK were frequently used, 22.2% of studies did not report anexplicit conceptual framework, and 27.8% did not report specific reliability or validity evidence for the instruments used. This absence primarily reflects limitations in reporting transparency ratherthan intrinsic study quality. Operational competences and attitudes dominated the literature,whereas digital safety, collaboration, and assessment practices were underrepresented. The fieldwould benefit from clearer methodological standards and more consistent reporting ofmeasurement properties to enhance comparability and evidence-based decision-making.Conclusions: Strengthening psychometric transparency and diversifying evaluation profiles maysupport more robust TDC assessment and more equitable digital integration in ECE.References
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