COVID-19 and its Impact on the Development of Digital Competencies at the Higher Level. A Systematic review of the Literature

Abstract

The COVID-19 pandemic generated an unparalleled change in higher education, driving a transition towards digital teaching. This transformation revealed significant gaps in the digital competencies of students and teachers, essential for adaptation to online learning environments. A systematic literature review was conducted following PRISMA guidelines, covering publications from January 2020 to April 2024. Databases indexed in Scopus were searched for empirical studies and journal articles, using combinations of keywords related to "COVID-19", "digital skills" and "post-pandemic education". The studies analyzed show considerable variability in the development of digital skills during the pandemic. In contexts such as Spain and Brazil, significant progress was observed, while in South Africa and Nigeria, inequalities in access to technology exacerbated educational gaps. Furthermore, the uneven implementation of educational policies in countries such as the United Kingdom and the United States resulted in disparities in educational quality. It is concluded that the pandemic promoted advances in digital skills, but also amplified existing inequalities, while the effectiveness of digital education depends largely on equitable access to technological resources and contextualized support