Teacher Competences for the Twenty-First Century: From General Principles to the Classroom in a Context of Transformation

Abstract

Social, cultural and technological changes in recent years have once again placed teacher competences at the centre of educational debate. The expansion of digital environments, the emergence of generative artificial intelligence (AI), increasing student diversity, demands for inclusion and growing concern about professional well-being require renewed consideration of both the scope and nature of these competences. This paper updates an earlier approach to the subject, retaining its progression from general conceptualisation to classroom practice and its emphasis on the axiological dimension as a foundation of the profession. Drawing primarily on literature published between 2021 and 2025, teacher competence is understood as the situated mobilisation of knowledge, skills, attitudes, values and professional judgement. Eight interdependent domains are identified: disciplinary and pedagogical competence; assessment competence; digital and AI competence; competence for inclusion, diversity and equity; socio-emotional and relational competence; professional agency and leadership; collaboration and inquiry into practice; and ethical and axiological competence. The paper argues that the contemporary teacher cannot be reduced to an efficient user of techniques or technologies. The profession's distinctive contribution lies in interpreting contexts, establishing educational relationships, exercising prudent judgement and directing learning towards humanly worthwhile ends.