Jul 2026· RESEARCH REVIEW International Journal of Multidisciplinary· 0 citations· 8 references
Abstract
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.
The article proposes the Adaptive Professional Competence Framework (APCF), a conceptual model that integrates reflective practice, professional identity, collaborative mentoring, digital competence, AI literacy, and adaptive expertise into a coherent perspective on teacher professionalism.
Teacher professional competency is widely recognised as one of the strongest school-based determinants of student learning, yet the construct continues to be defined and measured in inconsistent ways across the education literature. This paper presents a narrative review of theoretical and empirical scholarship on teacher professional competency, tracing its conceptual roots in Shulman's pedagogical content knowledge model through to contemporary technological, self-efficacy, and international competency frameworks. Drawing on peer-reviewed studies, policy reports, and large-scale international surveys, the review synthesises seven core dimensions of competency — content knowledge, pedagogical content knowledge, digital competence, classroom management, assessment literacy, reflective practice, and professional ethics — and examines the empirical evidence linking these dimensions to teaching quality and student outcomes. The review further identifies persistent gaps, including inconsistent operational definitions, limited longitudinal evidence, and uneven attention to competency development in low-resource contexts. The paper concludes that professional competency is best understood as a dynamic, multidimensional construct that develops through the interaction of initial preparation, sustained professional learning, and reflective practice, and it proposes directions for future research and policy.
Janmajaya Padhan, Dibakar Sarangi· International Journal of Res...· 0 citations
Curriculum reform is a global priority, yet a persistent policy–practice gap remains, which, in very broad terms, shows misalignment between policy intentions and classroom realities. Drawing on a model‐guided systematic review, this article synthesizes 23 peer‐reviewed empirical studies (2015–2024) in foreign language education and propose the
Situated Acceptance and Implementation Model
(SAIM) as the framework for examining how contextual structures, motivational dispositions and behavioural processes interact in shaping teachers' engagement. Our findings reveal that acceptance depends primarily on curriculum clarity, teachers' beliefs and perceived classroom relevance, whereas sustained implementation hinges on
Institutional Governance
,
Instructional Infrastructure
and assessment–curriculum alignment. The analysis also reveals that systemic barriers such as high‐stakes testing, top‐down mandates and ambiguous policy communication limit reform sustainability, while teacher autonomy and collegial collaboration function as critical enablers. Surprisingly, theoretically central factors like
Teachers' Perceived Self‐Efficacy
and
Reflective Learning Orientation
have received little to no attention, which points to a significant research gap. Also, most studies focus on aspects related to implementation, with acceptance‐specific evidence being sparse and seldom reported separately. Based on these findings, we discuss theoretical and practical implications as well as further directions for curriculum planning in language education.
Feng Wang, F. Suñer· Curriculum Journal· 0 citations
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.
Vin Rafin· Southeast Asian Journal of G...· 0 citations
This critical narrative review examines evidence published from 1 January 2000 to 19 June 2026 to analyse how teachers’ roles are being reconfigured across technology-enhanced, blended, online and artificial intelligence-mediated learning to argue that contemporary teacher professionalism is best understood as technologically mediated human judgement rather than technological replacement.
D. Bora, Kate Dandesh Kumar· Asian Journal of Education a...· 0 citations
Abstract This essay examines the theoretical underpinning and methodological implication of integrating transdisciplinarity into teacher education to strengthen public policy in education to address the complex socio-environmental challenges of the 21st century. Drawing on complexity theory and transformative learning frameworks, we argue that traditional disciplinary boundaries are increasingly insufficient for tackling multifaceted issues such as climate change, social inequality, and technological advancement. Transdisciplinarity, by integrating diverse knowledge systems including scientific, ancestral, and artistic wisdom, offers a more holistic framework for understanding to these complexities. This approach fosters critical thinking and problem-solving skills in teacher education, enabling them to develop innovative pedagogical strategies that bridge knowledge gaps and promote holistic student learning. The essay concludes by highlighting the crucial role of transdisciplinarity in shaping education policy that empowers teachers as facilitators of knowledge sharing and agents of positive social and environmental change.
Alex Estrada-García, Javier Collado-Ruano, Alejandra Marcelín-Alvarado· Ensaio· 0 citations
