Teaching competencies for 21st-century teaching: a pedagogical approach to educational innovation

Abstract

The review examines how the rapid social, technological, and cultural transformation of the twenty-first century has redefined the demands placed on the teaching profession, positioning the development of pedagogical, digital, communicative, and socio-emotional competencies as a central requirement for responding to increasingly complex and digitalised educational contexts. In Ecuador and Peru, these demands take on particular significance due to persistent structural gaps, including inequality in access to technology, limited opportunities for continuous professional development, and the need to update curricular approaches in the face of global challenges. Through a critical and systematic analysis of the scientific literature, the review identified a growing understanding of the teaching role as that of a mediator capable of designing active, collaborative, and innovative learning experiences. Although the evidence shows progress in the conceptual adoption of twenty-first-century competencies, challenges remain regarding the pedagogical integration of technology, the strengthening of critical thinking, and the consolidation of practices that foster the resolution of authentic problems. The findings underscore the importance of promoting educational policies, professional development programmes, and institutional frameworks that support teachers in building a more reflective, creative, and adaptable teaching practice in response to contemporary changes.