This study aims to contribute to understanding of the state of the art regarding the pedagogical cultures associated with teaching and learning research methods in advanced studies education through the identification of trends and pitfalls. The rationale behind this objective is the recognition that most of the research in education comes from academic programmes, in particular master’s and doctoral programmes, which generally include research methods as components. A systematic literature review was adopted as the research methodology, following the PRISMA model. Three stages of article selection were implemented, resulting in the selection of 68 studies out of an initial set of 3631 articles found in the main journal databases. Three specific dimensions were addressed: (i) methodological knowledge, (ii) research competencies, and (iii) pedagogical practices in teaching research methods in education programmes. The results illustrate the complexity of the subject. Learners are constantly reported to hold negative attitudes towards research methods courses, apparently due to instructors’ pedagogical difficulties, which translate into restricted understandings of methodological knowledge. Several misunderstandings between learners and teachers are identified which call for action towards the construction of a research-based scientific culture that will lead to inclusive pedagogical practices in which teachers and learners act as researchers.

This article aims to analyse the differences associated with the variables of teaching and institutional nature in the level of proficiency of teachers in digital competences, using the DigCompEdu framework as theoretical reference. A quantitative approach was used and the data collection strategy was based on an online survey. The sample was composed of 846 Portuguese higher education professors linked to 37 universities and 76 polytechnic institutes. The results indicate that characteristics such as working at PhD program level, teaching online and being linked to polytechnic institutes are associated with higher levels of digital competence.

Purpose: The construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.Design/methodology/approach: The authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.Findings: The results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.Research limitations/implications: Results show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.Originality/value: Therefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

O objetivo deste estudo é avaliar o nível de competência digital dos docentes do ensino superior em Portugal. A metodologia utilizada foi um survey, envolvendo um questionário online de autoavaliação, baseado no DigCompEdu, framework desenvolvido e validado na União Europeia. O survey coletou dados em três dimensões: pessoal (gênero, nível de formação, faixa etária e tempo de carreira), docência (ciclo de ensino e modalidade de ensino) e institucional (tipo de ensino, tipo de estabelecimento e região administrativa). O questionário foi respondido por 695 participantes. A análise de dados envolveu a aplicação de técnicas estatísticas como teste t-student e ANOVA. Os resultados apontaram um nível de proficiência intermediário nas competências digitais dos docentes. Não foram detectados efeitos estatisticamente significativos de variáveis como: gênero, faixa etária, tempo de carreira, tipo de estabelecimento e região administrativa. Entretanto, professores com maior nível de formação e que lecionam em níveis de ensino superiores (mestrado e doutorado), a distância e em estabelecimentos politécnicos apresentaram maior nível de competência digital. O estudo identificou necessidades relativas ao desenvolvimento de frameworks que contemplem a educação superior online e o desenvolvimento de formação continuada de professores para promover melhorias no nível de proficiência digital dos docentes.

O objetivo desta revisão foi investigar a literatura educacional fundamentada nos quadros de competência digital DigComp e DigCompEdu, por meio de uma revisão de escopo ou mapeamento (Paré et al., 2015), seguindo as orientações metodológicas de Okoli (2019). As buscas resultaram em 327 trabalhos, dos quais foram selecionados 18 artigos analisados considerando o contexto e objetivos da pesquisa, a abordagem metodológica adotada, os instrumentos utilizados, o público envolvido e as conclusões. Os resultados encontrados permitiram verificar que as pesquisas analisadas têm utilizado primordialmente abordagem quantitativa, baseadas em questionários apoiados por diversas metodologias, focadas principalmente na avaliação da competência digital de professores no ensino superior, com menor incidência na educação básica, e junto de alunos. Esses quadros são também utilizados para desenvolver propostas de atividades formativas e analisar dados. Identifica-se a necessidade de formação para o desenvolvimento de competências digitais tanto de professores como de alunos.

This paper addresses the growing importance of digital competence for higher education professors due to the increasing technology integration in this sector. Existing frameworks, such as the European Framework for the Digital Competence of Educator (DigCompEdu), present limitations for higher education, particularly regarding the use of online and blended learning approaches, immersive technologies, and artificial intelligence. Such limitations motivated the development and validation of the e-DigCompEdu, an extended framework specifically designed for this context. The validation process employed a Delphi panel with international experts in distance education, initially involving 29 participants. The selection of specialists was based on their publication records across 40 high-impact distance education journals, involving the analysis of 25,980 authors. The experts evaluated the extended version of the DigCompEdu, with 12 new competencies, specifically considering three aspects: title and description, related activities, and proficiency levels. Experts were asked to rate the competence adequacy on a five-point scale and to offer qualitative feedback. Results showed overall improved adequacy scores, from the first to the second round, as well as an increasing positive evaluation of the competences relevancy. Although some competences experienced a slight reduction in mean scores, they showed decreased variance, demonstrating greater expert consensus. Ultimately, all 12 new competences were enhanced by expert contributions (qualitative) and subsequently validated (quantitative). The validated e-DigCompEdu framework effectively addresses the digital competence requirements from professors in the online education setting. It provides a robust resource for guiding professional development and informing institutional policies regarding the digital transformation of higher education practices.