Higher education institutions moving towards the inclusive education model have to offer quality education for all students. In this sense, the use of technologies favours not only the education of people with disabilities, but also their quality of life. However, these people may encounter real problems of access to technologies due, among other factors, to the lack of teacher training, causing a public health problem. In this line, our study includes a systematic review of the literature that aims to know the impact of the technological training of university teachers in relation to educational inclusion and the improvement of the quality of life of students with disabilities. To this end, a search of the literature published in the last decade was carried out in six databases (Dialnet, Google Scholar, Scopus, Web of Science, ERIC, and SciELO), selecting 14 articles out of 1204 initial ones. The studies were analysed following the PRISMA methodology. The main findings are the scarcity of research literature on the digital competence of university teachers and its impact on the educational inclusion and quality of life of students with disabilities. Likewise, there is a clear lack of knowledge about the use of digital tools and a lack of knowledge about the different disabilities that teachers may encounter in higher education classrooms.
Keywords: digital competence; disability; higher education; teacher training.