Exploring the Possibility of Expanding the Concept of Teacher Learning Through the Advancement of Professional Capital Models: Focusing on Transformational Competencies and Philosophical Orientation
Jul 2026· Korean Journal of Teacher Education· Vol 42, pp. 191-216· 0 citations
Abstract
Purpose: This study aimed to explore ways to expand and enhance the concept of teacher learning, focusing on ‘transformative competencies’ and ‘philosophical orientation’. This is to overcome the ontological crisis faced by school organizations in a diversified knowledge ecosystem, by supplementing the limitations of the existing professional capital model.
Methods: This study utilized a literature review method, examining domestic and international academic data and policy reports related to teacher professionalism, transformative competencies, and philosophical orientation. Based on the literature review, the limitations of existing theories were critically analyzed, and a new paradigm for teacher learning along with structural alternatives was logically explored.
Results: Transformative competencies act as a practical driving force that transfers an individual teacher’s human capital into social capital, which operates as collective intelligence. Furthermore, philosophical orientation provides an ethical compass directed toward the essence of education, going beyond the mere accumulation of experience, thereby elevating decisional capital into practical wisdom. It was found that when these two elements are organically combined, a teacher’s practical power and ethical standards align, resulting in an ecological achievement that restores strong teacher agency and subject-ness.
Conclusion: Teacher learning must be elevated to a macroscopic and strategic administrative task to secure the flexibility and resilience of school organizations, moving beyond individual professional development training. To achieve this, flexible organizational restructuring within individual schools and a shift toward field-supported governance by the educational administrative agencies are essential. Furthermore, institutions must guarantee physical and psychological space for teachers by reducing administrative burdens, allowing them to fully exercise their philosophical orientation and transformative competencies.
Digital learning has moved from a supplementary mode of educational delivery to a structural feature of contemporary schooling and higher education. This transition has renewed a recurrent question: whether digital technologies diminish the importance of teachers or redistribute and intensify professional expertise. This critical narrative review examines evidence published from 1 January 2000 to 19 June 2026, while retaining earlier foundational work where necessary, to analyse how teachers’ roles are being reconfigured across technology-enhanced, blended, online and artificial intelligence-mediated learning. Literature was identified through ERIC, OpenAlex, OpenAIRE, CORE, DOAJ and Semantic Scholar, supplemented by citation searching and authoritative institutional sources. The synthesis focuses on five interrelated changes: the movement from content delivery towards pedagogical mediation; the expansion of teacher knowledge from tool proficiency to integrated digital and artificial intelligence competence; the growing importance of learning design, facilitation and classroom orchestration; the emergence of data interpretation, artificial intelligence oversight and ethical stewardship as professional responsibilities; and the interaction of these changes with teacher identity, agency, workload and organisational conditions. Evidence is strongest in showing that educational benefits from technology depend on pedagogy, teacher preparation, purposeful interaction and contextual support rather than on the technology itself. Research on online teaching similarly indicates that teacher presence, communication, assessment and design remain central, although the balance among these functions changes. By contrast, claims that artificial intelligence will substitute for teachers are weakly supported: current evidence is dominated by conceptual work, early-stage adoption studies, competency instruments and short-term interventions. Digitalisation can augment professional judgement when teachers retain decision authority and receive time, training and institutional support, but it can also intensify work, narrow judgement through datafication and reproduce inequalities. The review argues that contemporary teacher professionalism is best understood as technologically mediated human judgement rather than technological replacement. Research priorities include performance-based competence measures, longitudinal studies of role change, causal evaluations of professional learning, cross-cultural evidence and governance models that preserve pedagogical agency while enabling responsible human–artificial intelligence collaboration.
D. Bora, Kate Dandesh Kumar· Asian Journal of Education a...· 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 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
ABSTRACT: Given the relevance of the practicum as a place for professional learning in teacher education, this article aims to identify how experiential learning during the practicum has been approached by specialized studies. For this purpose, a “systematic review of literature” of writings produced in education between 2000 and 2021 was conducted (n = 58). Three thematic categories of experiential learning emerged from a qualitative meta-analysis: frameworks of experiential learning, foundations and organizers of experiential learning, and emerging knowledge of experiential learning. These elements allow a global understanding of the role and limits of experiential learning, but also of the foundations, organizers, and educational arrangements that promote it and, finally, of the knowledge that emanates from the processes as a whole. The paper concludes by identifying possible challenges to enhance experiential learning, highlighting the importance of reflecting on the experience, and thus contributing to teacher training.
Marie-Hélène Masse-Lamarche, Javier Núñez-Moscoso, Catalina Nuñez-Diaz· Educação em revista· 0 citations
This literature review critically analyzes innovative strategies for updating the teaching practices of university professors of Language and Literature in the face of digitalization and institutional vulnerability. The study stems from a clear need: to understand that innovation is not a purely technical matter, but rather a complex reconfiguration marked by the clash between disciplinary tradition, technological advancement, and the structural inequalities of Latin American higher education. Through a meticulous examination of the literature, three key areas are identified: the persistence of traditional, teacher-centered classes; the scope and limitations of active methodologies and virtual learning environments; and the material conditions that shape change in universities. Simultaneously, the article delves into pedagogical resilience in the face of emergencies, using Ecuadorian universities recently impacted by crises as a case study. The findings demonstrate that, although innovative strategies enhance student autonomy and collaborative learning, their actual success depends on fundamental factors: material support, teacher training, and institutional backing. Therefore, educational innovation is revealed as an unequal and situated process. It is concluded that updating this teaching method requires a critical and humanistic approach, capable of integrating pedagogical innovation with cultural mediation and addressing current social inequalities.
Santa Rocío Toala Ponce, Rosa Romelia Posso Martínez, Gladys Janet Betancourt Sevilla et al.· Ibero-American Journal of Ed...· 0 citations
The development of Artificial Intelligence has created significant opportunities for educational transformation through more adaptive and personalized learning innovations. However, the rapid penetration of digital technology also raises the risk of educational dehumanization when learning processes become overly oriented toward automation and technological efficiency. This study aims to analyze the transformation of educators’ competencies from the perspective of human-centered learning in the era of Artificial Intelligence. The study employed a descriptive qualitative approach using a library research method by analyzing national scientific articles published between 2020 and 2026 and indexed through Google Scholar. The data were analyzed using literature analysis techniques to identify thematic patterns, research tendencies, and conceptual syntheses related to teacher competencies in the AI era. The findings indicate that educators’ competencies have shifted from conventional pedagogical competencies toward multidimensional competencies encompassing AI literacy, human-centered pedagogy, empathetic communication, reflective leadership, and technology-based collaborative learning. Human-centered learning has emerged as a dominant paradigm emphasizing empathy, social interaction, critical reflection, and meaningful learning experiences as the core of educational processes. The integration of AI has improved learning personalization, administrative efficiency, and instructional media innovation, yet it also poses the potential to weaken humanistic dimensions if not balanced with ethical and social values. This study contributes theoretically to strengthening the discourse on AI-based human-centered learning and practically serves as a foundation for developing teacher training programs, AI literacy, and humanistic educational policies in Indonesia.
Muhammad Burhan Ashfiya’, Zia Datul Amalia, Nadhirotul Burda et al.· AL GHAZALI: Jurnal Pendidika...· 1 citation