Evolution of Digital Skills in Secondary School

<p><span style="color: rgb(59, 56, 56);">This systematic review examines the evolution of digital competencies among secondary school students through a comprehensive analysis of the scientific literature published between 2020 and 2025. A dual-phase methodology combining bibliometric analysis via VOSviewer software with systematic review following PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines across four major databases (Scopus, Web of Science, Science Direct, and Dimensions) was used. From 677 initial records, 87 studies were selected after rigorous screening and quality assessment procedures. Bibliometric analysis revealed distinctive temporal patterns, with research interest peaking in 2023 (39 publications), followed by stabilization phases. Geographical distribution revealed an Indonesian predominance (30 publications), with substantial European engagement and moderate participation from major educational systems. The systematic review identified a predominant focus on technical skills development (9 studies) and didactic competencies (10 studies), revealing critical gaps in information literacy and digital citizenship components (2 studies each). Analysis of twenty representative studies through innovative synthesis tables demonstrated remarkable framework diversity, ranging from AI-based interventions to specialized subject-specific models, indicating the need for context-specific adaptations rather than universal approaches. Author collaboration network analysis revealed interconnected research clusters and specialized communities, whereas keyword co-occurrence analysis revealed four primary thematic areas: educational technology and digital transformation, teaching methods and professional development, demographic and human factors, and learning and curriculum integration. The findings indicate that during the 2020 to 2025 period, digital competency research evolved from reactive pandemic responses to systematic investigations of development mechanisms. This evolution revealed preexisting theoretical fragmentation in established frameworks, underscoring the need for more sophisticated approaches that accommodate contextual variation.</span></p>