<?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>0873-3015</journal-id>
<journal-title><![CDATA[Millenium - Journal of Education, Technologies, and Health]]></journal-title>
<abbrev-journal-title><![CDATA[Mill]]></abbrev-journal-title>
<issn>0873-3015</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Viseu (IPV)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0873-30152025000300304</article-id>
<article-id pub-id-type="doi">10.29352/mill0228.41576</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Digital teaching competencies and students success: a systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competências de ensino digital e sucesso dos estudantes: uma revisão sistemática]]></article-title>
<article-title xml:lang="es"><![CDATA[Competencias docentes digitales y éxito de los estudiantes: una revisión sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Piñán]]></surname>
<given-names><![CDATA[Aldina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meza]]></surname>
<given-names><![CDATA[Melva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solano]]></surname>
<given-names><![CDATA[Johel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mansilla]]></surname>
<given-names><![CDATA[Ivonne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Peruana Los Andes  ]]></institution>
<addr-line><![CDATA[Huancayo ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Nacional José Maria Arguedas  ]]></institution>
<addr-line><![CDATA[Andahuaylas ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2025</year>
</pub-date>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0873-30152025000300304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0873-30152025000300304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0873-30152025000300304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Introduction:  Digital teaching competences are now a priority requirement for achieving and promoting student academic success.  Objective:  To establish the impact of digital competences on students' academic performance.  Methods:  A systematic review was conducted based on the PRISMA methodology. The search process was based on inclusion and exclusion criteria, which considered the Scopus and WoS databases, year of publication, language, and type of study.  Results:  Twenty-five papers were considered eligible for review. It was found that the year 2021 registered the highest scientific production on the topic; Scopus was the most used database for publications, and the predominant research methodology was quantitative.  Conclusion:  It is highlighted that digital competences in teaching have a direct impact on students' motivation and favour their academic performance. However, challenges were observed in the acquisition and acceptance of technology by the teaching community, including cognitive and personal factors, difficulties related to teaching skills, administrative burden, teaching tasks, access to technologies, and management of digital tools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Introdução:  As competências digitais de ensino são agora um requisito prioritário para alcançar e promover o sucesso acadêmico dos estudantes.  Objetivo: Estabelecer o impacto das competências digitais no desempenho acadêmico dos estudantes.  Métodos:  Foi realizada uma revisão sistemática com base na metodologia PRISMA. O processo de pesquisa baseou-se em critérios de inclusão e exclusão, que consideraram os bancos de dados Scopus e WoS, o ano de publicação, o idioma e o tipo de estudo.  Resultados:  Vinte e cinco artigos foram considerados elegíveis para análise. Verificou-se que o ano de 2021 registrou a maior produção científica sobre o tema; a Scopus foi a base de dados mais utilizada para publicações e a metodologia de pesquisa predominante foi a quantitativa.  Conclusão:  Destaca-se que as competências digitais no ensino têm um impacto direto na motivação dos estudantes e favorecem seu desempenho acadêmico. No entanto, foram observados desafios na aquisição e aceitação da tecnologia pela comunidade docente, incluindo fatores cognitivos e pessoais, dificuldades relacionadas a habilidades de ensino, carga administrativa, tarefas de ensino, acesso a tecnologias e gerenciamento de ferramentas digitais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Introducción:  Las competencias digitales docentes son actualmente un requisito prioritario para alcanzar y promover el éxito académico estudiantil.  Objetivo:  Establecer el impacto que tienen las competencias digitales docentes en el desempeño académico de los estudiantes.  Métodos:  Se realizó una revisión sistemática basada en la metodología Prisma. El proceso de búsqueda se basó en criterios de inclusión y exclusión, que consideraron las bases de datos Scopus y WoS, año de publicación, idioma y tipo de estudio.  Resultados:  Veinticinco documentos fueron considerados aptos para la revisión. Se encontró que el año 2021 registró la mayor producción científica sobre el tema; asimismo, Scopus fue la base de datos más utilizada para publicaciones y la metodología de investigación predominante fue la cuantitativa.  Conclusión:  Se destaca que las competencias digitales docentes inciden directamente en la motivación de los estudiantes y favorecen su desempeño académico. Sin embargo, se observaron desafíos en la adquisición y aceptación de la tecnología por parte de la comunidad docente, incluyendo factores cognitivos y personales, dificultades relacionadas con las habilidades docentes, carga administrativa, tareas docentes, acceso a tecnologías y manejo de herramientas digitales.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[digital competencies]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[digital technology]]></kwd>
<kwd lng="en"><![CDATA[performance]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="pt"><![CDATA[competências digitais]]></kwd>
<kwd lng="pt"><![CDATA[professores]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia digital]]></kwd>
<kwd lng="pt"><![CDATA[desempenho]]></kwd>
<kwd lng="pt"><![CDATA[estudantes]]></kwd>
<kwd lng="es"><![CDATA[competencias digitales]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[tecnología digital]]></kwd>
<kwd lng="es"><![CDATA[rendimiento]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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