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Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.

Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.

Currently, more than 290 million students in the world are not attending classes due to the pandemic caused by COVID-19. In this sense, many educational centers have adapted classroom teaching to a non-classroom setting in response to the crisis. However, the change of modality from face-to-face to virtual education cannot suppose only a decision in which it is intended to replace the first one using some computer tools as video conferences. With this preamble, the need to systematically map digital competencies in Latin American higher education teachers raises since there are no records of the status of teacher's digital competencies in this part of the world before the pandemic. Therefore, this work examines the scientific literature published in the Web of Science, Scopus, ACM, IEEE, and Science Direct databases from 2004 until 2019. The Kitchenham method applied for the systematic mapping allowed determining quantitative and qualitative results such as year of publication and documentary sources with the most significant number of papers. The main contribution of this research is the areas found of teachers' digital skills that are considered relevant in the Latin American context and its differences with other models. Finally, a discussion of the results and conclusions serves as a starting point for future research in other geographic areas and preliminary information to determine teachers' training needs to face the crisis.