Competencias digitales docentes y su relación con el aprendizaje autónomo en bachillerato

In an educational context characterized by digital transformation, this study examines the relationship between teachers' digital competencies and autonomous learning at the high school level. Through a systematic literature review of academic literature published between 2014 and 2024 in databases such as Scopus and Web of Science, we analyzed research that addresses the conceptualization, evaluation and pedagogical impact of these competencies. The results show that high school teachers present predominantly basic and intermediate levels in digital competencies, with marked weaknesses in the creation of digital content and ICT-mediated assessment. Factors such as age, gender and type of institution generate significant gaps, while continuous training is insufficient and decontextualized. It is concluded that teachers' digital competence is a key element to promote student autonomy, being necessary a reconfiguration of training programs towards more practical, collaborative and situated models, which favor self-regulated and inclusive learning environments.