The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers’ digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies with publications concentrated on two of them. Interest on digital competence frameworks increased substantially in 2020.

Nowadays, online or distance learning postgraduate schools program the academic period in different sequentially developed modules. This article assesses the impact of the programming of short-term university courses (30-60 days) on the frequency and quality of interaction when communication takes place through mobile technologies. Frequency corresponded to the messages generated by actors in learning environments, and quality was quantified using a scale of interaction levels operated by assessing the content of the messages issued by the actors. Results revealed that there is no correlation between interaction and academic performance in short-term courses. Additionally, a downward trend was observed in the number of individuals involved and in the frequency and quality of interaction throughout the course.

The article corresponds to the project called "Incidence of Digital Competences in the Educational Practice of Teachers of the Faculty of Education of the Minuto de Dios University Corporation Headquarters" whose objective is to recognize the institutional culture in digital competencies of the teachers that make up the Faculty of Education. It is a cross-sectional study in a non-experimental design, 145 responses were obtained to the "CheckIn" form of the teaching digital competence framework "DigCompEdu". The results of the characterization show that 77% of teachers are in the highest categories of the checkIn (B2 - 49% and C1 28%), from this the idea of objectively evaluating their performance arises, considering that the applied instrument is self-diagnostic. A semi-structured interview was designed to compare the results in the next phase of the project.

This study identifies and characterises the Socratic mediation patterns enacted by MIA, an AI-based conversational agent used in distance higher education. A deductive content analysis was conducted on 737 conversations using six categories: exploration of prior knowledge, contextual adjustment, linkage to experiences, autonomy-oriented prompts, dialogic progression, and verification prompts. The categorical framework achieved full expert content-validity agreement (S-CVI/Ave = 1.00). Contextual Adjustment (77%), Verification Prompts (76%), and Autonomy-Oriented Prompts (74%) were the most frequently observed categories. Sixty of the 64 theoretically possible category combinations occurred in the corpus, and Linkage to Experiences appeared more frequently in personal conversations (33.7%) than in academic conversations (18.3%). The distribution of categories also varied according to conversation length, with longer exchanges containing a broader range of coded dialogic moves. These findings describe the conversational repertoire through which MIA operationalised features associated with Socratic mediation. Because the study did not include independent measures of student satisfaction, learning, engagement, or self-regulation, the results should not be interpreted as evidence of educational effectiveness or causal effects. The study contributes an operational framework for analysing Socratic features in AI–student interactions and identifies directions for outcome-based research.