20.500.12556/DiRROS-29445 Developing the three-dimensional integrative model of teacher competencies (TRI-model) through a systematic review of teacher competencies for twenty-first century education Razvoj tridimenzionalnega integrativnega modela kompetenc učiteljev skozi sistematični pregled kompetenc učiteljev za izobraževanje v 21. stoletju The teaching profession in the post-professional era confronts a paradox: the expectation to preserve pedagogical tradition while facing a challenging educational future. Fundamental pedagogical and didactic competencies are no longer sufficient; an enhancement with competencies for the digital age, globalisation and ecological crisis is imperative. This study combines a theoretical-analytical approach with a systematic literature review in accordance with Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. The Web of Science, Scopus, ERIC, Google Scholar and Croatian Research Information System (CRORIS) databases were searched for the period 2014–2025 to identify contemporary competencies (n = 85) and for the period before 2014 to identify traditional competencies (n = 23), resulting in a total of 108 relevant sources. The literature review analyses existing competency models identifying pedagogical (personal, communicative, analytical, social, emotional, intercultural, developmental and problem-solving) and didactic dimensions (curricular, organisational, assessment, classroom climate and partnership with parents). The analysis identifies several key trends: the permanence of fundamental competencies alongside the need for reconceptualisation, the emergence of new competency domains (digital, AI, global, sustainability and metacognitive) and the need for integrative approaches. This study’s scientific contribution is a new three-dimensional integrative model of teacher competencies (TRI-model) that unifies the permanent core, contextual layer and reflective axis, enabling synergy between tradition and innovation through continuous reflective practice. Poklic učitelja v postprofesionalni dobi se sooča s paradoksom: na eni strani se od njega pričakuje, da ohrani pedagoško tradicijo, na drugi strani pa se sooča z izzivi, ki jih prinaša prihodnost izobraževanja. Temeljne pedagoške in didaktične kompetence ne zadostujejo več; treba jih je dopolniti s kompetencami za digitalno dobo, globalizacijo in ekološko krizo. Ta študija združuje teoretično-analitični pristop s sistematičnim pregledom literature v skladu s smernicami PRISMA. Poizvedbe so bile opravljene v podatkovnih bazah Web of Science, Scopus, ERIC, Google Scholar in CRORIS (za obdobje 2014–2025 za identifikacijo sodobnih kompetenc: n = 85; in za obdobje pred letom 2014 za identifikacijo tradicionalnih kompetenc: n = 23), kar je prineslo skupno 108 relevantnih virov. V pregledu literature so bili analizirani obstoječi modeli kompetenc, ki opredeljujejo pedagoške dimenzije (osebne, komunikacijske, analitične, socialne, čustvene, medkulturne, razvojne dimenzije, reševanje problemov) in didaktične dimenzije (kurikularne in organizacijske dimenzije, ocenjevanje, vzdušje v razredu, sodelovanje s starši). Analiza je ugotovila pet ključnih trendov: trajnost temeljnih kompetenc s potrebo po ponovni konceptualizaciji, pojav novih področij kompetenc (digitalne, umetna inteligenca, globalne, trajnostne, metakognitivne) in potreba po celostnih pristopih. Znanstveni prispevek te študije je nov tridimenzionalni integrativni model kompetenc učiteljev (TRI-model), ki združuje trajno jedro, kontekstualno plast in refleksivno os, kar omogoča sinergijo med tradicijo in inovativnostjo prek stalne refleksivne prakse. teacher competencies pedagogical competencies didactic competencies integrative model reflective practice kompetence učiteljev pedagoške kompetence didaktične kompetence integrativni model refleksivna praksa true false true Angleški jezik Slovenski jezik Neznano 2026-05-20 08:59:23 2026-05-20 08:59:24 2026-05-21 03:54:07 0000-00-00 00:00:00 2026 0 0 str. 47-69 št. 1 Letn. 77 = 143 2026 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2026-03-30 371.12 0038-0474 doi.org/10.63384/spB61z910a 276606467 RAZ_Sablic_Marija_2026.pdf RAZ_Sablic_Marija_2026.pdf 1 5ED5E1F4D6BEECEC34AB31A925DFDC71 160984a9e96c9bb00735959416d89bf8b02a884099670b4b559744324bcb35d0 06e50b21-541c-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44150 https://www.sodobna-pedagogika.net/en/articles/01-2026_developing-the-three-dimensional-integrative-model-of-teacher-competencies-tri-model-through-a-systematic-review-of-teacher-competencies-for-twenty-first-century-education/ 0 843a95ab-542c-11f1-8a5a-001a4af901a5 https://dirros.openscience.si/Dokument.php?lang=slv&id=44175 Zveza društev pedagoških delavcev Slovenije Sodobna pedagogika 0 0 0