Digital competencies, which involve the responsible and critical use of information and communication technologies in various areas of our lives, are today one of the critical competencies of the 21st century. With the ongoing digital revolution, their importance in various fields of education is also growing. There is much research on the issue of digital skills in higher education, from their analysis and diagnosis to tools for their development. However, there is only one concept or consensus on assessing them since there are as many assessment tools as there are models and definitions of the term itself.

This article is a systematic literature review aimed at identifying studies related to the digital competence of higher education students. The search resulted in 625 articles published in the scientometric databases Scopus and Web of Science over the past five years. After applying quality, inclusion, and exclusion criteria, 38 papers were selected analyzed in detail, and the final findings were structured according to the digital competency framework.

The results show that university students' digital competencies are moderate and highlight areas for improvement that should be considered in future research. It was also concluded that although the tools for assessing students' digital competencies have many similarities, their differences correspond to different research purposes, which are also essential to consider.

This article may interest scientists, teachers, senior management of universities, and other persons interested in introducing new educational technologies into learning processes to the complex requirements of the digital society and the labor market.