Abstract
This systematic literature review (SLR) examines the latest advancements in educational digital competences in higher education from 2020 to 2025, identifying methodologies, tools, and frameworks used to assess instructors’ digital competences. Following suggested procedure, 29 studies were selected through a structured search and analysed using textual, thematic, and interpretative methods. Findings highlight the prevalence of quantitative approaches, the role of frameworks like DigCompEdu, TPACK, and others, and the impact of the COVID-19 pandemic in accelerating digital adoption while exposing gaps in teacher readiness and student access. Tools such as DigCompEdu Checkin and flipped classrooms proved effective for engagement and digital competence assessment. Addressing digital competency challenges requires investment in infrastructure, teacher training, and inclusive policies to foster an innovative, equitable, and future-ready education system.