21st Century Teacher Competencies in Learning Management

Abstract

Amid the advancement of educational policies and the pursuit of teacher competency in the 21st century, various teacher development practices in Thailand have emerged, leading to a continuous increase in research on learning management competencies. This study presents a systematic literature review using qualitative analysis of 22 Thai research articles published from 2015 to the present, retrieved from Google Scholar, ThaiLIS, and ThaiJo. The objectives were: (1) to identify 21st-century learning management competencies, (2) to explore competency development models, and (3) to examine their implementation. The findings reveal that teachers’ competencies in the 21st century comprise five dimensions: (1) curriculum development and instructional design, (2) active learning management emphasizing learner-centered approaches, (3) the development of media, innovations, technology, and learning resources, (4) authentic assessment and evaluation, and (5) analysis, synthesis, and research for learner development. Moreover, models for developing teachers’ competencies consist of 7 key components, including professional learning communities, integration of information and communication technology, teachers’ self-development, support from administrators and organizations, curriculum development, as well as assessment and evaluation practices. This review highlights current trends and research gaps that require further investigation. The findings provide insights and recommendations for scholars and stakeholders to guide future studies, foster educational innovations, and enhance the quality of learners to meet international standards.