Theoretical Articulation of ABPy, The TPACK Model and Digital Competencies in the Educational Sector
DOI:
https://doi.org/10.5281/zenodo.21417184Keywords:
Project-based Learning, TPACK, Digital Competence, Secondary Education, Digital Citizenship, Systematic ReviewAbstract
Digital transformation has intensified the need for digital competence development grounded in citizenship; however, research points to a persistent gap between technological access, pedagogical integration, and formative assessment in secondary education. This article reports a systematic literature review (2019–2024) conducted in Scopus, ERIC, and Google Scholar. Using explicit inclusion and exclusion criteria, 30 studies were selected and analyzed through thematic synthesis. Findings converge on three complementary components: (1) Project-Based Learning (PBL) as a methodological structure for authentic problems, verifiable products, and collaborative learning; (2) the TPACK model as a framework for teacher mediation that aligns technological decisions with content and pedagogy; and (3) digital competences as an integrative learning goal including critical, ethical, and participatory dimensions. Recent empirical evidence suggests that reported improvements in digital literacy and competence depend primarily on intentional design, teacher professional development, and explicit assessment criteria rather than on the mere use of digital tools. As a contribution, the article proposes an evidence-derived articulation framework that integrates design principles, conditions of applicability, and formative assessment criteria to support contextual implementations in secondary education.
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