Teachers' digital competence (TDC) should be possessed by teachers in the 21st century learning process because learning resources in this era are not only from one source but many sources along with technological developments. This study aimed to provide an overview of the dimensions of TDC, the level of TDC, obstacles, and solutions to improve teachers' digital competence. Data were collected through Sinta, Emerald, Elsavier, Wiley, IEEE, Taylor & Francis, ERIC, JSTOR Journals, MDPI, and Springer. From these, 47 articles were investigated to address the focus of this research issue. The results show that the dimension of TDC widely used was the DigCompEdu 2.0 framework from the European Commission. Based on TDCs' classification using teacher competence as stated in Indonesia's Law No. 14 of 2005, previous researchers tended to discuss the dimensions of TDC which focused on professional competence (46.67%), pedagogic competence (29.33%), social competence (12%), and personality competence (16%). Furthermore, teachers' average digital competence is still low. So, collaboration between the government and the school and organizing teacher training is needed to improve teacher digital competence. This study also revealed that heutagogy and synchronous collaborative learning models could be used to enhance TDC in the 21st century. [For the full proceedings, see ED654100.]