The Dominican Republic and the digital competencies of future teachers in the digital age

Abstract

Higher education institutions deal with many defiances as the world evolves constantly. Since the 1990s, many countries have progressively experienced several changes as they arrived at the digital age. In addition, the pace at which technology is evolving is ever increasing. Thus, future teachers in the Dominican Republic (DR) as digital natives would benefit from using technology during education. Consequently, this systematic review utilized four databases to describe the concept of digital competence in higher education and intended to identify how future teachers on the DR can use ICT. Also, to determine their digital literacy and the components frequently used to evaluate DR's future professor's competencies in these aspects. The review indicated a project from the DR government that seeks to improve education and knowledge by integrating digital technologies in schools. Teachers attribute a sufficient or suitable level of training in ICT, particularly in the technical handling of technological tools and Internet access. The extent of training decreases as the ICT content is more complex. Also, most teachers lack a research profile, basically because teachers lack a Ph.D., among other factors. It is interesting that although for decades the informality and lack of concrete plans to have teachers digitally competent to teach the future professors in the DR. Since 2015, that reality began to change with Regulation 09-2015. Then the Agenda 2030, in 2021, is perfectly complemented to establish the competencies required for future teachers in the DR.