In recent years, universities throughout Europe have undergone a major transformation process. This is mainly due to two elements. On the one hand, the beginning of the so-called European Higher Education Area (Michavila et al., 2011); and on the other hand, accelerated digitisation in education, which has been enhanced as a consequence of the COVID-19 pandemic (Gallagher et al., 2021).           

These changes have also implied or evidenced the need for modifications in the didactic methodologies used and the conceptions of the Teaching-Learning (T-L) processes. In a way, the more traditional models of education (those centred on the transmission of knowledge in which the student had a passive role) have become obsolete. Nowadays, it is possible to move towards more active T-L options in which the learner becomes the centre of the process. This conception of the T-L process is also  in line with the much-needed approach to lifelong learning and competence-based learning (Baartman et al., 2007).

It is important to take into consideration the role that the digital competence of university professors acquires today in their reconciliation with their research career, since it can be assumed that there are more and more "increased-researchers". In other words, someone who knows how to find the professional opportunities offered by their own personal learning environment (PLE) to learn in all aspects, individually and collectively, sharing knowledge with others, without detaching themselves from their mission and social commitment to their professional work (Castañeda and Adell, 2013).

The active role of the teacher can be considered as an essential engine to start adapting their educational proposals to the demands of today's liquid society (Bauman, 2003), emphasizing that the provision of technological resources is not enough to guarantee success and educational innovation (Sánchez-López et al., 2021).

However, although this need for change is gradually becoming more evident and clearer, the COVID-19 pandemic was also a reality check. During the period of online lessons, it was reflected that there is still a long way to go to reach a good use of digital tools in E-A processes (Esteve-Mon et al., 2022). This is mainly due to aspects related to: (1) the digital skills of teachers and their motivation; (2) the organisation of the educational centre; (3) the pedagogical culture that exists; and (4) the resources to which they have access.

It is essential to shed some light on the development of pedagogical digital competence (PDC), which we defined by From (2017: 48) as: “Pedagogical Digital Competence refers to the ability to consistently apply the attitudes, knowledge and skills required to plan and conduct, and to evaluate and revise on an ongoing basis, ICT-supported teaching, based on theory, current research and proven experience with a view to supporting students’ learning in the best possible way”.According to this context, this research focuses on exploring methodological trends in university classrooms when digital technologies are integrated into them. And, according to this, we want to answer the following research questions:

RQ1. Which countries publish on the topic?

RQ2.  In which period there are more publications related to the topic?

RQ3. What didactic methodologies are used when TD are integrated in university classrooms?

For this purpose, as will be detailed in the following section, a systematic review of the literature has been carried out in the four most relevant international databases in the educational field -Web of Science (WoS), Scopus, Educational Resources Information Center (ERIC) and Dialnet (for Spanish speaking users) . A systematic literature review (SLR), as its name suggests, consists of an exhaustive analysis of the documentation published on a topic in several scientific databases. In this case, the present SLR was performed on the basis of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria set out by Yepes-Nuñez et al. (2010). The review process began with a search, as previously indicated, in the following databases: Web of Science (WoS), Scopus, Educational Resources Information Center (ERIC) and Dialnet-. Specifically, the search was initiated using the following formula: "teaching methodologies" AND (digital OR technology OR tech OR ICT) AND Integration AND (University OR "higher education"). The search was performed without any type of time restriction. According to these parameters, the initial search yielded a total of 107 documents. These 107 documents were filtered for duplication (i.e., if they appeared more than once in the database); for the appropriateness of the title and abstract to the research; and for the appropriateness of the full text to the research. Prior to filtering, several inclusion or exclusion criteria were agreed among the researchers. These were mainly focused on: (1) the relationship of the topic with learning methodologies and digital technologies; (2) that the context was higher education; and (3) that the language was understandable by the participating researchers (English, Spanish, Catalan, Portuguese or Italian). After all this peer review process, 23 documents were obtained. These 23 were analyzed qualitatively using the MAXQDA program (2018 version).

An in-depth analysis of the 23 scientific papers mentioned above shows that most of the papers published on this subject were written by Spanish authors (10 of the 23). The rest of the documents were written by authors of diverse origins from institutions in Latin America, the United States and Portugal, among others. As regards the frequency of publication, most of the papers were published in the last 15 years (taking as a reference the year 2022 when the selection process of the articles was carried out). Finally, in reference to the methodologies used when digital technologies are applied, the most common are teamwork (n=4); problem-based learning (n=3) and exams (n=3) when students are to be evaluated. Methodologies such as simulation (n=2), debate, round table or colloquium (n=2) as well as exercises and problems (n=2) are also used less frequently. Thus, the results obtained show that active and collaborative strategies are some of the most reiterated on occasions, e.g. group work, problem-based learning, debate, or simulation. Nevertheless / Despite that, we also found different studies that use more classical strategies, such as exams, exercises, individual study, or lectures, among those used with digital technologies. On a global note, the bottom line is that there has been building up an assortment of teaching strategies enhanced by digital technologies. On the one hand, individualist practices on the basis of knowledge transmission. On the other hand, student-centered methodologies and based on active learning. We cannot get away from the fact that DT allows teachers to develop transformative didactic methodologies in order to achieve significant learning by students (Cela et al., 2017).

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