Jul 2026· Southeast Asian Journal of Global Trends and Issues in Education· 0 citations· 27 references
Abstract
Background: The educational transformation of the 21st century has shifted the role of teachers from mere transmitters of knowledge to facilitators of learning, character mentors, learning leaders, and agents of change. This shift demands a comprehensive conceptual understanding of the profile of modern teachers. Objective: This study aims to analyze the profile of modern teachers from an educational perspective by synthesizing the scientific literature. Method: This study used a qualitative approach, applying Qualitative Content Analysis to relevant scientific articles, books, regulations, and academic documents. The analysis was conducted through a process of coding, categorization, and thematic synthesis. Results: The study identified four major themes: the conceptual reconstruction of the teacher role, teacher characteristics and competencies, 21st-century educational challenges, and professional development strategies. The findings show that the profile of modern teachers is shaped by the integration of pedagogical, professional, social, personal, and leadership competencies, as well as 21st-century skills, specifically digital literacy, communication, creativity, collaboration, and adaptability. Conclusion: Teacher professionalism requires holistic, sustainable development to effectively respond to educational dynamics and meet the demands of 21st-century learning. Contribution: This study offers a conceptual framework that integrates various dimensions of the teacher profile as a foundation for policy development, teacher competency improvement programs, and future empirical research.
Background: Teacher professionalism is a fundamental factor in improving the quality of education in the 21st century. Technological advancements, the implementation of the Merdeka Curriculum, the diverse characteristics of learners, and increasing global competency demands require teachers to continuously improve their competence and adaptability. Objective: This study aims to analyze the challenges of teacher professionalism in the 21st century, identify the strategic roles of teachers, and examine various efforts to enhance teacher professionalism. Method: The study uses a descriptive qualitative approach through a documentation study of scientific articles, books, policy documents, and relevant publications. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data display, and conclusion drawing. Results: The study identifies five main challenges to teacher professionalism, namely curriculum changes, digital transformation, learner diversity, administrative burdens, and wellbeing. Furthermore, enhancing teacher professionalism requires continuous professional development, learning communities, technology based administrative simplification, and increased wellbeing. Conclusion: Enhancing teacher professionalism requires a comprehensive, collaborative, and sustainable approach to meet the demands of 21st century education. Contribution: This study offers an analytical framework that integrates challenges, role transformations, and strategies for enhancing teacher professionalism as a basis for policy development, educational practices, and future research.
Muhammad Dinul Adha, Zulkifli Musthan· Southeast Asian Journal of G...· 0 citations
This article aims to analyze the relationship between the pillars of the teaching profession and the process of technification of education, seeking to understand how this context tensions the exercise of teacher professional autonomy. Methodologically, this is a theoretical-conceptual and bibliographic study grounded in the critical analysis of academic literature addressing teaching work, technical-instrumental rationality, and contemporary processes of platformization of education. From an epistemological perspective, the discussion is anchored in critical approaches that conceive teaching as an artisanal, intellectual, ethical, and political practice, built through the articulation of theoretical knowledge and practical experience. The findings indicate that the technification of education, historically linked to technical rationality, has intensified in the contemporary context through the expansion of platformization of education, broadening mechanisms of standardization, monitoring, control, and performance measurement in teaching work. This process tends to fragment pedagogical practice, subordinate teachers' decisions to external prescriptions, and shift teachers from their position as subjects of knowledge to that of executors of predefined procedures, producing forms of technical alienation. It is concluded that the platformization of education does not represent a rupture with technical rationality, but rather its intensification in new forms, weakening practical-reflective thinking, emptying teacher professionalism, and tensioning the identity of teachers as critical intellectuals. In this context, defending professional autonomy becomes a central element of resistance to technification and an essential condition for affirming teaching as an intellectual, authorial, and socially committed profession aligned with democratic educational projects.
This study provides a comprehensive investigation into the evolving structural matrix connecting the contemporary teacher, systems of teacher education, and the fundamental concept of pedagogic responsibility. Positioned within the dynamic structural changes of twenty-first-century education most notably defined by India’s National Education Policy (NEP) 2020 and the global expansion of artificial intelligence—the research examines how teacher identity, professional ethics, and classroom practice are being fundamentally reconfigured. Utilizing an interdisciplinary approach that integrates historical policy analysis, theoretical tracking of cognitive models, and socio-philosophical critiques, this paper outlines how teacher education frameworks must transition from mechanical, instrumental skill-building toward reflective, values-oriented, and human-centered pedagogies. The analysis underscores that pedagogic responsibility is not a static set of rules but a dynamic commitment spanning ethical, academic, social, inclusive, and emotional dimensions. Ultimately, this study offers actionable systemic strategies for curriculum reform, continuous professional development, and the ethical integration of digital tools, ensuring that educators remain equipped to foster equitable, democratic, and deeply humanized learning ecologies.
Davinder Kour, Manpreet Kour· RESEARCH REVIEW Internationa...· 0 citations
This research aims to comprehensively examine the role of teachers in developing students' character, identify applied character values, analyze the obstacles faced by teachers, and formulate effective strategies to support the formation of students' character. The method used is a systematic literature review with descriptive qualitative analysis. The literature was collected from 52 scientific articles published between 2018–2025 through the Google Scholar, Garuda, Sinta, and national/international journal portals. Inclusion criteria include research that discusses students' character education, the role of teachers, implementation strategies, and constraints in the context of formal schools. The results of the study show that teachers have a multidimensional role as teachers, moral guides, role models, and facilitators of character values. The character values developed include religious, honest, discipline, hard work, creative, independent, tolerant, democratic, social care, environmental care, national spirit, and love of peace. Effective character development strategies include understanding, habituation, and teacher example, which is supported by active collaboration between schools, families, and communities. The obstacles faced include low student motivation, limited teacher examples, limited parental involvement, and the influence of the social environment and globalization. These findings confirm that character education requires an integrated and sustainable approach so that students can effectively internalize moral, social, cultural, and religious values.
Nining Andriani, Kusuma Dewi Nur Aini, Fulusia Nurmawati et al.· Arshaka: Pedagogy and Learni...· 0 citations
This study assessed the teaching competence of Grade 5 teachers teaching Science in Ambaguio, Nueva Vizcaya, focusing on their knowledge, skills, attitudes, and the factors affecting their competence. Anchored on the Input-Process-Output (IPO) framework, the study employed a descriptive research design using a researcher-made, validated questionnaire administered to purposively selected Science teachers. Data were analyzed using frequency, percentage, and weighted mean to describe the respondents' profile and evaluate their teaching competence. The findings revealed that the respondents were predominantly experienced, middle-aged, married female teachers who actively pursued professional development and demonstrated strong commitment to the teaching profession. The respondents exhibited a very evident level of competence in terms of knowledge (WM = 4.65), skills (WM = 4.64), and attitudes (WM = 4.40), particularly in lesson planning, content development, instructional delivery, communication, learner engagement, collaboration, fairness, and professionalism. However, the factors affecting teaching competence were perceived as moderately serious (WM = 2.70), with administrative workload, limited instructional resources, insufficient training opportunities, unclear operational procedures, and performance appraisal processes identified as the primary concerns. The study concluded that while Science teachers demonstrate a high level of teaching competence, continuous institutional support and professional development remain necessary to sustain and further enhance instructional effectiveness. Accordingly, the study recommends continuous professional development, strengthened collaboration among teachers, improved administrative support, adequate instructional resources, enhanced parent-school communication, mentoring initiatives, and regular feedback mechanisms to further improve teaching competence. This study supports Sustainable Development Goal (SDG) 4: Quality Education by promoting teacher competence as a key component of quality Science instruction. It also contributes to educational and institutional sustainability by providing evidence that can guide teacher development initiatives, strengthen instructional practices, and promote continuous improvement in educational quality.
Jennifer Guinid· International Journal of Sus...· 0 citations
This study analyzes from a psychopedagogical and academic perspective the fundamental needs of modern early childhood education, focusing on the reconfiguration of the educator's professional identity as a vector of change. Premised on the idea that the evolution of current generations demands a definitive abandonment of professional comfort and traditional routines, the study explores the core pillars of the reflective teacher paradigm. It addresses the essential dimensions of didactic success: cultivating enthusiasm as an epistemic resource, the courage to implement methodological innovation, and the smart management of resistance to change. Aligned with European educational standards and grounded in the theoretical contributions of prominent Romanian academics (M. Bocoș, H. Catalano, I. Albulescu, A. F. Roman), the paper demonstrates that modern preschool didactics measures success not by classroom silence or rigidity, but by the level of authentic engagement and autonomy stimulated among children. The study advocates for a conscious and creative assumption of the modern educator's role, capable of opening new chapters in the praxis of early childhood education.
Mariana TIPEI VOIA· Journal Plus Education· 0 citations