Teachers’ digital competences and innovative work behavior in higher education: a scoping review

Introduction The accelerated digital transformation in higher education has intensified the need for faculty to develop digital competences and adopt innovative work behaviors (IWB) that transform their pedagogical practices. However, existing research on these constructs has evolved in parallel, with limited empirical and theoretical integration. Methods This study employed a dual scoping review following PRISMA-ScR guidelines and the Joanna Briggs Institute (JBI) framework. Two parallel research streams were analyzed: teachers' digital competences and innovative work behavior in higher education. A total of 901 articles on digital competences and 47 studies on IWB were retrieved from Scopus and Web of Science, applying systematic inclusion, exclusion, and screening procedures. Results The findings reveal conceptual convergences positioning the teacher as an agent of innovation. However, significant gaps persist, including disciplinary fragmentation, the predominance of cross-sectional designs, and the limited joint operationalization of both constructs. The evidence also highlights that digital competences are frequently studied independently from organizational and psychosocial determinants of IWB. Discussion The study identifies key opportunities for developing integrative, multilevel models that link digital competences with individual, organizational, and contextual factors influencing innovative work behavior. These findings contribute to advancing a systemic understanding of teacher innovation and provide relevant implications for institutional policies on faculty training and professional development in higher education.