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.
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.
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 paper examines the relationship between teachers’ age and their digital-pedagogical readiness in the context of evolving educational practices. As schools increasingly adopt digital tools and interactive methodologies, the ability of teachers to adapt becomes essential for successful educational reform. The study aims to determine whether age constitutes a barrier or serves as a supportive factor in developing relevant competences. A quantitative correlational research design was applied, involving 145 teachers across different educational levels in Bulgaria. Four key criteria were assessed: satisfaction with interpersonal communication, implementation of innovative strategies, collaboration with external specialists, and acquisition of new professional competences. The analysis revealed no significant correlation between age and digital-pedagogical readiness, suggesting that professional experience may balance or even enhance adaptability. Older teachers demonstrated resilience, confidence, and strategic thinking, while innovation and openness to change were evident across all age groups. The findings challenge common assumptions about generational gaps in technology integration and support a more nuanced understanding of teachers’ readiness. The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset. It recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transformation.
Aim
. To reveal the importance of mentoring as a resource for developing the creative abilities of students in educational organisations based on the principles of historicism and social determinism.
Methodology
. The study’s methodological framework was based on the key tenets of systemic, cultural, axiological, existential, and activity-based approaches. The combination of these approaches provides a productive foundation for understanding the importance of mentoring in developing students’ creative abilities at various stages of societal development. The study utilised methods of studying scientific literature and databases (content analysis, synthesis, induction, deduction, comparison, generalization, systematisation, and periodisation) and empirical methods (systemic analysis of students’ and mentors’ activities in the educational process).
Results
. Mentoring, having undergone significant historical transformations, is now widespread at all levels of education. However, its potential for developing students' creative abilities remains under-studied and underutilised. Educational institutions at various levels have historically developed mentoring subsystems such as “teacher-student”, “student-student”, “teacher-teacher”, and “employer-student”, each of which offers significant potential for developing students' creative competencies. Existentially oriented mentoring helps mentees overcome creative crises, fear, and self-doubt, which are constant companions of creative activity, develop communication skills, teamwork, manage their time effectively, and present the results of their creative work.
Research implications
. The theoretical conclusions and generalisations obtained in the study open promising opportunities for developing a comprehensive concept for mentoring as a tool for developing students’ creative potential at all levels of education.
The practical significance
of the presented results lies in their use in designing and improving mentoring programs aimed at developing the creative abilities of children and adolescents, as well as in developing individual work plans for gifted students at all levels of education.
Conclusions
. The integration of mentoring into the educational process at all levels, considering positive historical experience and adapting it to contemporary sociocultural realities, has proven effective in developing students’ creative abilities. This, in turn, stimulates innovative economic development, fosters the cultural identity of younger generations, and ensures social cohesion based on traditional spiritual and moral values.
N. Rachkovskaya, D. Ogorodnikov· Moscow Pedagogical Journal· 0 citations
The curricular resignification of the Community Ethnoeducational Project (PEC) in primary education institutions cannot be understood as a technical adjustment of the curriculum, but as a historical dispute over the meaning of school, over who produces legitimate knowledge and for which lives they become teachable. Based on a critical analysis of literature and references located in the Colombian Caribbean, this article examines how contemporary education reproduces philosophical inertias associated with the coloniality of knowledge and "neutralized" forms of interculturality, while managing difference through policies, curricula and institutional devices that usually oscillate between folklore, segregation and essentialization. It is analyzed how the transition from the Institutional Educational Project (PEI) to the PEC requires recognizing internal tensions (normative frameworks, school culture, management management, evaluation) and external tensions (structural racism, territorial inequality, precariousness of the school-community link), as well as integrating community knowledge not as "annexed contents", but as principles of pedagogical, ethical and political organization of the curriculum.
Torres Pérez-María, D. Carmen· Journal of Intelligent Decis...· 0 citations
At a time of increasing digital transformation and a global shift in policy regarding the integration of artificial intelligence (AI) into the education sector, it is essential to comprehend the engagement of faculty with new technologies to build equitable, future-ready learning systems. This study set in the interpretative qualitative paradigm explores the perception and experience of augmented minds through the integration of AI and AR within the pedagogical practices of the faculty members of private university of Punjab, Pakistan. The study will achieve the desired aims through 50 in-depth semi-structured interviews of the faculty members belonging to different academic disciplines. Thematic analysis consisting of the six-step framework of Braun & Clarke will be utilized to analyse data. Research shows that there is widespread optimism regarding the pedagogical potential of AI and AR in particular, enhancing student engagement, visualizing complex concepts, personalized learning paths, and collaborative knowledge construction. According to the participants of the study, through the use of immersive AR and adaptable AI systems, more interactive, learner-centered environments can be created in alignment with constructivist principles. Significant institutional and contextual barriers were also identified, such as constraints in technological infrastructure; limited specialized professional development; and academic integrity, cognitive dependence, and equity of access concerns. Faculty members also expressed concern about the changing nature of their work in AI classrooms. This research provides context-specific insights into “Augmented Minds”, thereby enriching the global discourse on educational innovation in a developing country context. It shows that technology enhancement and faculty empowerment may be possible with continued institutional support. The findings are directly useful to educational policymakers, curriculum developers, and university administrators interested in integrating AI/AR-enhanced teaching frameworks in various higher education environments.
Jogy Jose, Dr. Adnan Mohammad Bataineh, Kashif Ali et al.· Frontiers in Computer Scienc...· 0 citations