This systematic literature review aimed to discover how the concept of digital teaching competence (DTC) has been developed, how its dimensions have been defined, and how educational development models and models that evaluate teachers’ digital teaching competence have been constructed. Concurrently, this review aimed to draw conclusions on the implementation processes of digital teaching competence in order to uncover its strengths and limitations, and to propose future lines of research to develop it further in initial teacher training programmes. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology was proposed in order to achieve these aims. We chose the time frame of 2015 to the end of 2021 in an attempt to cover the appearance of the first scientific articles dealing with the subject, up until the present day. Thus, the inclusion criteria covered scientific research articles from the Web of Science (WoS) and Scopus databases, in English or Spanish, that focused on samples of teachers in primary education, secondary education, baccalaureates, and initial teacher training. The database searches, which will be detailed in depth later, initially provided a corpus of 127 articles, which was reduced to 26 articles after screening for duplicity and applying the inclusion criteria.

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

The growing relevance of video games in the social landscape requires an in-depth evaluation of the bidirectional influences of these adjacent contexts, among which the educational and cultural contexts stand out. This permeability allows the study of the cultural aspects surrounding the production and use of video games as tools for cultural dissemination. Our research enunciates, recognises, analyses and evaluates the impact of these tools with the aim of being taken into consideration by the scientific community and the general population, who most frequently consume, use and socialise through video games around the world. Based on this, a systematic literature review (SLR) was carried out using the Prisma 2020 Protocol, using the WOS and SCOPUS databases as documentary sources, and the selection of research articles that explore the cultural aspects of video games according to pre-established criteria. The final sample (N = 45) was subjected to a study that posed 12 research questions around which this work is structured. As a result, it is evident that video games have a direct impact on the transmission of culture. Patterns and agents of cultural representation, transmission and communication were identified, allowing researchers to evaluate the impact of video games on culture and to approach this object of study from an academic perspective, helping to open up other lines of research related to the influence of video games on the assimilation of culture, the learning of relevant issues related to it or the transmission of specific cultural elements.

This study addresses the relationship between the use of video games and social–emotional learning in adolescents, in line with the Sustainable Development Goals (SDGs) of the United Nations, highlighting SDG 3 (Health and Well-being) and SDG 4 (Quality Education). The Video Game Experiences Questionnaire (VGEQ) was administered to 1146 high school students in Extremadura, Spain, aged 12 to 18 (M = 14.51; SD = 1.57). The VGEQ assessed dependence, negative consequences, and emotional experiences. The results highlighted significant gender differences, with men showing greater dependence and negative consequences related to video games than women. Furthermore, differences were observed by age, with more notable effects in late adolescents. A valuation was found between emotions such as unhappiness, fear, and anger and dependence and negative consequences. This study highlights the complex relationship between video game use, dependence, negative consequences, and emotions in adolescents, with important implications for the well-being and education of young people. Recognizing gender and age disparities underscores the need for a nuanced approach to addressing the social–emotional effects of video games in line with the United Nations SDGs 3 and 4.

Video game use is widespread among all age groups, from young children to older adults. The wide variety of video game genres, which are adapted to all tastes and needs, is one of the factors that makes them so attractive. In many cases, video games function as an outlet for stress associated with everyday life by providing an escape from reality. We took advantage of this recreational aspect of video games when investigating whether there are similarities between the procedures used to pass a video game level and those used to solve a mathematical problem. Moreover, we also questioned whether the use of video games can reduce the negative emotions generated by mathematical problems and logical–mathematical knowledge in general. To verify this, we used the Portal 2 video game as a research method or tool. This video game features concepts from the spatial–geometric field that the students must identify and relate in order to carry out the procedures required to solve challenges in each level. The procedures were recorded in a questionnaire that was separated into two blocks of content in order to compare them with the procedures used to solve mathematical problems. The first block pertains to the procedures employed and the second block to the emotions that the students experienced when playing the video game and when solving a mathematical problem. The results reveal that the recreational aspect of video games is more important than the educational aspect. However, the students were not aware of using the problem-solving procedures they learned at school to solve different challenges in the video games. Furthermore, overcoming video game challenges stimulates positive emotions as opposed to the negative emotions generated when solving mathematical problems.

El uso de videojuegos en el aula es una tendencia educativa planteada, documentada e investigada desde hace décadas. Este artículo de investigación parte con la premisa de plasmar mediante, una revisión sistemática de literatura, el estado actual de los estudios con videojuegos en contextos educativos formales. Para ello, se realizó una búsqueda de documentos en la base de datos Scopus, obteniéndose una muestra de 7320 documentos, la cual, tras pasar por un proceso de screening, se obtuvieron 90 que cumplían con los criterios de inclusión planteados para esta revisión en el periodo de 2015 a 2020. Los datos hallados fueron sometidos a análisis estadístico, mediante la utilización de software de análisis estadístico spss. Las conclusiones que se extrajeron de los documentos analizados arrojan que en las investigaciones con videojuegos y educación la metodología cuantitativa es la más utilizada por la comunidad científica; también destacan los estudios con diseños descriptivos, los cuales sirven para obtener datos de un modo general sobre el funcionamiento de los videojuegos en el aula. Finalmente, se ha destacado a los videojuegos educativos como los más utilizados en los documentos analizados debido a sus connotaciones didácticas.