Teachers’ digital competences are the key to streamlining the existing processes and tasks of teaching work, as well as a ticket to qualitatively new ways of managing the learning process of pupils and students. The change in the content of education, accompanied by expanding demands on teachers’ competences, is reflected by the number of scientific studies, research plans, and scientific literature. However, there is a lack of systematic summary of research findings in the field of digital competences of teachers, who can be considered the main actors of paradigmatic change in education. It is, therefore, appropriate to analyze the research studies carried out in the area of digital competences of teachers, which will enable the reflection of the current state of knowledge in this area. Therefore, the aim of this paper is to elaborate a systematic review study that provides an insight into the methodology of these researches and their main results. Methodologically, the paper is based on the analysis of published research on the digital competences of teachers. The result is a systematic review study summarizing the basic findings.