The aim of the present study is to analyze the content of studies related to teachers' digital competence with a systematic approach in order to identify the current situation, effective factors and solutions for its improvement. The research population consisted of 41 domestic and foreign scientific articles published between 2015 and 2025, which were examined using the qualitative content analysis method and MAXQDA software. The coding process consisted of three stages: primary codes, sub-codes and final themes. The findings in response to the three research questions indicate that the level of teachers' digital competence is assessed as average in most studies and weaknesses are observed, especially in the dimensions of "learner empowerment" and "professional participation". The factors affecting this competence were categorized into two categories: individual (such as self-efficacy, attitude towards technology and professional experience) and organizational (such as infrastructure, policy-making and support from managers). Strategies for improving digital competence, including continuous professional training, the use of standard frameworks such as DigCompEdu, and their localization to suit the cultural context of the countries, were also reported. The results of this analysis show that the sustainable improvement of teachers' digital competence requires planning at three levels: individual, institutional, and structural, so that technology becomes part of teachers' professional identity in teaching and learning, not just a side tool in the teaching process.