PROFESSIONAL AND PEDAGOGICAL COMPETENCE OF UNIVERSITY TEACHERS: INTERNATIONAL STANDARDS AND MECHANISMS OF FORMATION

Abstract

The article analyses international standards, concepts, and practices related to developing professional and pedagogical competence among university teachers in the context of the transformations shaping higher education in the 21st century. Globalization, digitalization, the internationalization of the educational space, as well as socio-political crises and wartime challenges, necessitate a rethinking of the role of academic staff and the increasing demands placed on their professional activity. A modern university teacher must possess not only advanced subject-specific knowledge but also the ability to organize student-centred learning, employ digital tools, support interdisciplinary collaboration, and foster students’ critical and innovative thinking. The study focuses on key provisions of European and international frameworks and policies, including those of the European Higher Education Area, documents issued by OECD, UNESCO, and Advance HE. The article synthesizes approaches to structuring educators’ competencies, including pedagogical, digital, assessment, communicative, and research dimensions. The findings indicate that the development of professional and pedagogical competence requires a systemic, continuous, and institutionally supported process that integrates theoretical preparation, practical experience, reflection, and participation in professional learning communities. The study concludes that strengthening the competence potential of university teachers is a crucial prerequisite for ensuring the quality of education, enhancing the competitiveness of higher education institutions, and effectively implementing educational reforms within an increasingly globalized environment.