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Abstract: This scoping literature review synthesises existing digital competence frameworks relevant to teachers and students with a specific focus on their applicability within higher education and the effective, efficient, and pedagogically sound use of video conferencing (VC) systems. While numerous frameworks address digital literacy at the general or pretertiary level, few adequately capture the distinct demands of synchronous online teaching and learning in higher education contexts. The review highlights critical gaps between current frameworks and the specific digital competencies required for meaningful video conferencing use, including technical, pedagogical, and collaborative dimensions. Framed within the Erasmus+ KA2 project "Portable Video Conferencing Toolkits and Online Applications for Engaging Learning Experience Design in Higher Education Classroom (EdViCon)", this study identifies core competencies, maps overlaps and distinctions across 10 frameworks, and argues for the development of a targeted competence matrix to guide training design and curriculum development for higher education. The findings offer a foundation for aligning digital skills training with the realworld needs of educators and learners engaged in video-mediated instruction.
Keywords: Review; Competence; Teachers; Students; High Education; Video Conference; Edvicon.
1. Introduction
In an era of increasing reliance on video conferencing (VC) technologies in education, the need to define and support digital competence specific to VC use in higher education remains both important and underexplored (Khalid, Tretow-Fish, & Parveen, 2023; Mansoor, Rozario, Kibria, & Khalid, 2024). While digital competence is widely recognized as critical to human development and intelligence (OECD, 2019), especially in the digital era (van Laar et al., 2017), much of the existing literature and frameworks focus on general digital literacy in primary and secondary education. This scoping review addresses the following research question: What existing digital competence frameworks are relevant for informing the development of targeted VC-related competencies among teachers and students in higher education? To answer this, the review synthesises peer-reviewed articles, institutional reports, and frameworks from national and international sources, with a focus on identifying and categorising digital competences essential for the effective, efficient, and pedagogically sound use of video conferencing systems in higher education teaching and learning. Key references include foundational documents such as the UNESCO Information, Communications and Technology (ICT) Competency Framework for Teachers, the European DigCompEdu model, SELFIEforTEACHERS, and the HeDiCom framework, among others. While overlaps exist, the...