Teaching Competency in Higher Education in the Digital and Artificial Intelligence Era

Abstract

There has been a persistent structural bias in favor of research over teaching, which has led to the marginalization of systematic development of teaching competency in higher education . At the same time, a digital transformation, advances in AI, and the growing diversity of students are changing the expectations of pedagogy, and lecturers are required to teach 21st century skills such as problem solving and teamwork. This systematic literature review based on PRISMA tracks research on lecturers’ teaching competency to establish its conceptual meaning, demonstrate its importance in improving student accomplishment and analyze its affecting aspects. The results suggest that teaching competency is the outcome of the interaction of pedagogical professionalism, disciplinary expertise, and contextual adaptation. This review is useful for institutions to re-evaluate effective teaching criteria and to find opportunities to improve lecturers’ competency for the new era