Innovation and Digital Competence: A Bibliometric Analysis

Abstract

To integrate ICT into the classroom critically, creatively, and safely, teachers require more than operational technology proficiency. They need the development of digital competence as a dynamic element of innovation in virtual classes. From this perspective, the objective of this study was to determine the current status of documents that relate innovation and digital competence. To this end, a bibliometric analysis of 172 investigations published in Web of Science was conducted. It was found that 54% of papers were carried out during the pandemic period (2020–2021) and 74% were published in the open access modality. The journal Sustainability presents the largest body of researches. Spain is the country with the highest production and Universidad de Pablo de Olavide has the largest number of publications. In the analysis of co-authorships by country, Spain has the greatest influence. It is concluded that there is a growing accessible and collaborative research, especially between European countries, although with an increasing intervention of Latin American countries. Moreover, the existence of research recurrence on the positive effects of innovation in digital competence of teachers and students to adequately integrate ICT in higher education is recorded.