This study examines the literature on teachers' digital competencies. In this context, the study includes teacher digital competency frameworks and models, as well as scientific research on teachers' digital competencies in national and international literature. Thus, it was attempted to reveal the trends and needs in the literature on this subject. Inferences were made based on the research findings and suggestions were presented. In the examinations conducted, it was determined that there are various frameworks and models in the literature that guide teachers on teacher digital competencies. Although different features are emphasized in these frameworks and models, there is a common understanding that teachers' digital competence is a complex and multidimensional concept that includes technical skills, cognitive and affective skills, metacognitive processes, responsibility, and ethical awareness. It is observed that scientific studies in the literature focus on determining teachers' digital competencies, examining the variables that differentiate teachers' digital competencies, and scale development studies. It is recommended that strategies be planned for developing teachers' digital competencies by taking into account the findings of the literature.