Azimkhan, ShynarAbildinova, GulmiraKhamzina, AkmaralKarymsakova, AnaraKaraca, Celal2025-07-112025-07-11202521924880https://dx.doi.org/10.3991/ijep.v15i3.51653https://hdl.handle.net/20.500.12451/13250The systematic review uses the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to explore the development of teacher digital competence (TDC) through various digital technologies. With an emphasis on the technological pedagogical content knowledge (TPACK) framework, the study synthesizes findings from recent peer-reviewed articles to evaluate the integration of technologies such as massive open online courses (MOOCs), serious games, Internet of Things (IoT), and immersive virtual reality (VR) into educational practices. The review highlights the transformative potential of these technologies for enhancing teachers’ pedagogical strategies, fostering digital competence, and addressing gaps in educator training programs. Findings indicate that digital technologies improve immediate teacher competencies and pave the way for more interactive and inclusive learning environments. However, the small number of included studies (n = 10) and other limitations such as short-term study designs and English language only publications highlight the need for future research. The findings offer actionable insights for curriculum design, policy development, and professional training programs to equip educators with the digital competence necessary to thrive in modern educational landscapes.eninfo:eu-repo/semantics/openAccessInteractive TechnologiesInternet of Things (IoT)Massive Open Online Courses (MOOCs)Mobile LearningProfessional Development (PD)Systematic ReviewTeacher Digital Competence (TDC)Article153335910.3991/ijep.v15i3.51653105003759267001477039900003Q2