<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742025000300111</article-id>
<article-id pub-id-type="doi">10.25749/sis.41209</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Competência Digital Docente no Ensino Superior em Frameworks: Scoping Review]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Teaching Competence in Higher Education Frameworks: Scoping Review]]></article-title>
<article-title xml:lang="es"><![CDATA[Competencia Digital Docente en Marcos de Educación Superior: Scoping Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bressan]]></surname>
<given-names><![CDATA[Douglas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Cassio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Samira Fayez Kfouri da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Pitágoras Unopar Anhanguera Programa de Pós-graduação Stricto-Sensu (Mestrado e Doutorado Acadêmico) em Metodologias para o Ensino de Linguagens e suas Tecnologias ]]></institution>
<addr-line><![CDATA[Londrina ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Lisboa Instituto de Educacão UIDEF]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>111</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742025000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742025000300111&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742025000300111&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A competência digital docente (CDD) tem se tornado um elemento central no ensino superior, impulsionada pela transformação digital na educação e pela necessidade de práticas pedagógicas inovadoras. Este estudo realiza uma Scoping Review, com base em 23 artigos científicos (2019-2024), seguindo o protocolo PRISMA para mapear e analisar os principaisframeworksutilizados na avaliação da CDD no ensino superior. Os resultados indicam que o DigCompEdu é o modelo mais predominante (16 estudos), seguido pelo MCCDD do INTEF (3 estudos) e TPACK (2 estudos), evidenciando a influência de referenciais europeus, mas também a adaptação a contextos regionais, como o China&#8217;s TDL e o HeDiCom. A análise revela que a Espanha concentra o maior número de publicações (11 estudos), refletindo seu alinhamento com as políticas educacionais digitais da União Europeia. Além disso, destaca-se o impacto da pandemia de COVID-19 no aumento da relevância desses frameworks, especialmente em áreas como avaliação digital e ensino híbrido. Entre os desafios identificados estão a adaptação cultural, a implementação prática e o engajamento docente em programas de formação. Desse modo, os frameworks são essenciais para orientar o desenvolvimento da CDD, mas exigem suporte institucional e personalização para atender às demandas locais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Digital teaching competence (DTC) has become a central element in higher education, driven by digital transformation in education and the need for innovative pedagogical practices. This study conducts a Scoping Review, based on 23 scientific articles (2019-2024), following the PRISMA protocol to map and analyze the main frameworks used to assess DTC in higher education. The results indicate that DigCompEdu is the most predominant model (16 studies), followed by MCCDD (INTEF) (3 studies) and TPACK (2 studies), highlighting the influence of European frameworks as well as adaptations to regional contexts, such as China&#8217;s TDL. The analysis reveals that Spain has the highest number of publications (11 studies), reflecting its alignment with the European Union&#8217;s digital education policies. Additionally, the COVID-19 pandemic significantly increased the relevance of these frameworks, particularly in digital assessment and hybrid teaching. Among the identified challenges are cultural adaptation, practical implementation, and teacher engagement in training programs. The study concludes that frameworks are essential for guiding DTC development but require institutional support and customization to meet local demands.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La competencia digital docente (CDD) se ha convertido en un elemento central en la educación superior, impulsada por la transformación digital en la educación y la necesidad de prácticas pedagógicas innovadoras. Este estudio realiza unaScoping Review, basada en 23 artículos científicos (2019-2024), siguiendo el protocolo PRISMA para mapear y analizar los principales marcos utilizados en la evaluación de la CDD en la educación superior. Los resultados indican que el DigCompEdu es el modelo más predominante (16 estudios), seguido por el MCCDD (INTEF) (3 estudios) y TPACK (2 estudios), evidenciando la influencia de referenciales europeos, pero también la adaptación a contextos regionales, como el China&#8217;s TDL. El análisis revela que España concentra el mayor número de publicaciones (11 estudios), reflejando su alineación con las políticas educativas digitales de la Unión Europea. Además, se destaca el impacto de la pandemia de COVID-19 en el aumento de la relevancia de estos marcos, especialmente en áreas como la evaluación digital y la enseñanza híbrida. Entre los desafíos identificados están la adaptación cultural, la implementación práctica y el compromiso docente en programas de formación. Se concluye que los marcos son esenciales para orientar el desarrollo de la CDD, pero requieren apoyo institucional y personalización para atender las demandas locales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[competências digitais docentes]]></kwd>
<kwd lng="pt"><![CDATA[frameworks de avaliação]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[scoping review]]></kwd>
<kwd lng="en"><![CDATA[digital teaching competencies]]></kwd>
<kwd lng="en"><![CDATA[assessment frameworks]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[scoping review]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales docentes]]></kwd>
<kwd lng="es"><![CDATA[marcos de evaluación]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[scoping review]]></kwd>
</kwd-group>
</article-meta>
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