PEDAGOGY OF THE FUTURE: REDEFINING TEACHER COMPETENCIES FOR AN EVOLVING DIGITAL LANDSCAPE

Abstract

In the changing scenario, the role of teachers in teaching-learning practices is evolving. With the changing role, teachers require new competencies to adapt to the evolving educational landscape. The present study aims to redefine teacher competencies for the evolving digital landscape to meet the needs of 21st-century learners. The qualitative narrative review approach along with thematic synthesis has been adopted in this study. Three core competency domains for modern educators have been identified: digital literacy and AI fluency; cognitive flexibility and problem-solving; and socio-emotional and cultural competency. Several lived realities in the digital landscape have been highlighted in different studies, including navigating AI disruption and tech anxiety, cognitive adaptation in practice, the emotional toll of the screen, etc. Restructuring teacher education frameworks to enhance competencies aligned to the demands of the evolving digital landscape through curriculum overhaul, practicum and mentorship, and continuous professional development is one of the effective strategies for improving the present scenario. Though there are several challenges, i.e., institutional inertia, digital divide, assessment misalignment for implementation, a positive mindset and efforts can reshape the teachers’ competencies to be ready for future pedagogy.