To improve the quality of education, educators must be provided with updated curricular proposals, resources, and tools to optimize and develop their digital competencies regularly. This systematic literature review aims to investigate the association between frameworks, training, and diagnostic strategies used from 2017 to October 2022 to enhance the digital proficiency of secondary school educators. The PRISMA methodology guidelines were followed. From 589 documents in Scopus and after the identification, screening, eligibility and inclusion phases, an in-depth sample analysis (n=29) was performed with ATLAS.ti. The study identified DigCompEdu, DigComp and the INTEF framework as the primary sources of reference for creating of face-to-face and online training programs. Ad hoc diagnostic research and the application of established tools were predominantly led by Spain and Portugal. Three aspects stand out: a growing trend to develop digital competencies comprehensively and not only at the instrumental level; however, it is recognized that some proposals focus on the identification and improvement of specific sub-competencies. Secondly, there is a need to create permanent communication channels to update and improve the different dimensions of the digital competence of teachers through contributions, questions and experiences shared in virtual communities, not only during training. Lastly, there is the possibility of creating digital certification systems for new levels of competence with alternatives such as micro-credentials.