The term ‘digital resources’ is increasingly used in educational research to describe the specific knowledge and skills that constitute teachers’ professional digital competence. Educational policy documents, including the European Framework for the Digital Competence of Educators (DigCompEdu), deploy the term to reaffirm teachers’ need for special skills in using digital resources. However, educational research literature presents inconsistent views of the term, restricting its effective use in further research and the promotion of associated skills among pre-service and in-service teachers. To clarify the term ‘digital resources’ and support future research related to its application especially in empirical research on teachers’ professional digital competence, this systematic review aims to analyse the definitions of digital resources as a scientific term in 23 articles and to examine and compare the facets and aspects of digital resources. Finally, we derive a definition from the various perspectives and discuss the implications for the definition of digital resources as an aspect of teachers’ professional digital competence.

“数字资源”一词越来越多地用于教育研究，以描述构成教师专业数字能力的特定知识和技能。教育政策文件，包括欧洲教育工作者数字能力框架 (DigCompEdu)，使用该术语来重申教师在使用数字资源方面对特殊技能的需求。然而，教育研究文献对该术语的看法不一致，限制了其在进一步研究中的有效使用以及在职前和在职教师中相关技能的提升。澄清“数字资源”一词并支持与其应用相关的未来研究，尤其是教师专业数字能力的实证研究，本系统综述旨在分析 23 篇文章中数字资源作为科学术语的定义，并检查和比较数字资源的各个方面。最后，我们从不同的角度得出了一个定义，并讨论了数字资源定义作为教师专业数字能力的一个方面的含义。