The Exploration of Factors Related to Teachers’ Digital Competency and Teaching Quality

This study aims to examine the role of teachers’ digital competencies in teaching quality and propose strategies to enhance education in the digital age. Using a qualitative approach, the research employed a systematic review of 33 credible scholarly sources published between 2012 and 2023. Data were analyzed through thematic analysis using MAXQDA software. The findings revealed six main factors with fourteen components that shape the relationship between teachers’ digital competencies and teaching quality. These factors include: effective classroom management (personal support and learner empowerment), deep learning (learning facilitation, effective instruction, and knowledge and skill development), higher-order thinking (development of cognitive processes and cognitive activation), learner-centeredness (attitudinal and motivational transformation and adaptation to learner needs), academic capabilities (content, pedagogical, and technological literacy), and effective assessment (feedback organization and self-assessment). The results demonstrate that teachers’ digital competencies exert a complex and multidimensional influence on the quality of instruction, contributing significantly to teaching and learning improvement through various factors. These insights provide practical guidance for educators and policymakers seeking to upgrade instruction in the digital era.