In the current higher education context, the development of academics' competencies seems to be a crucial issue, with a strong focus on teaching, learning and assessment digital skills (Redecker & Punie, 2017). In connection with the framework of DigCompEdu (2017), it seems important to understand how to better sustain academics' new professionalisation as Digital Scholars (Weller, 2011) in order to structure efficient and effective academic development models aimed at fostering new teaching skills required at university in the post pandemic era. This systematic literature review, developed following the PRISMA model (Moher et al., 2009), aims to investigate existing academic development actions, programmes and models in the international literature to scaffold university teachers' digital competences, with particular focus on technology-enhanced assessment (TEA) and feedback practices. The results point out a real attention on the topic of academic development to promote digital competences, but it seems that the area of TEA academic development models and practices is under-researched and therefore requires further investigation. This paper presents approaches and strategies to promote the use of technology in assessment and drafts perspectives for the future.