ABSTRACT
Digital competence is one of the key competencies for lifelong learning. Moreover, with the health emergency of COVID-19, the study on this competence arouses interest due to its contribution to digital transformation and educa-tional innovation. Given this, the objective of the study was to determine the status of the documents that relate digital competence and COVID-19. For this purpose, a bibliome-tric analysis of 308 research papers published in Scopus was conducted. It is found that the number of papers pu-blished in 2021 is multiplied by 3.3 times compared to 2020. Likewise, the journal Sustainability presents the hig-hest number of publications on this field of study;Spain is the country with the highest scientific production and specifically the University of Seville is the institution with the highest number of publications. With respect to coun-try co-authorships, it is found that Spain has the greatest influence in this field of study. It is concluded that there is growing research of an accessible and collaborative na-ture, especially in Spanish-speaking countries, as well as the existence of a recurrence of research on the digital competence of teachers and students for the effective im-plementation of e-learning.
ABSTRACT
The university is an important pillar in sustainable development;however, COVID-19 imposed new dynamics that called for rethinking university praxis to achieve this mission, and although the systematization of good practices is a powerful mechanism for understanding educational success, this perspective of positive change has been little developed. Hence, the present study aimed to identify positive cores of faculty in their successful post-COVID-19 performance. A qualitative methodological approach was deployed, with the Netnography method, complemented with elements of positive psychology, appreciative inquiry, and management of formative potentialities. The online community consisted of 1238 university teachers from 10 Latin American countries, who participated for two months in an appreciative interview as an asynchronous journey of constructive proposals, for the active co-construction of post-COVID-19 success factors. The findings reveal multiple affirmative topics grouped into nine positive cores, identifying two target categories: digital transformation and technological innovation, as well as the processes directly associated with their dynamization. Finally, the epistemic implications of the findings in theory and practice, and their relevance in the creation of a formative agenda of positive change for Latin American Higher Education, are presented. © 2023 by the authors.