Do ESP teachers need to be subject specialists? A critical examination

PurposeThe purpose of this paper is to thoroughly assemble, analyze and synthesize previous research to investigate and identify teaching staff competencies derived from the roles and tasks attributed to university professors.Design/methodology/approachIn this literature review, the authors looked at both the conceptual framework exploring the educational concepts and the learning theories focusing on teaching staff roles and competencies in higher education. Thirty-nine scientific papers were studied in detail from a total of 102 results, which were eligible based on the preferred reporting items for systematic reviews and meta-analyses statement.FindingsA multi-dimensional approach to teacher competencies in higher education was proposed, which consists of six main dimensions with their respective characteristics. Thirty-two discrete teaching staff competencies were identified and distributed in the aforementioned dimensions. The research revealed that specific competencies, such as the digital competence of teachers, which have lately become of high importance worldwide due to the COVID-19 pandemic implications, surprisingly, until recently, they were considered secondary in the educational process.Research limitations/implicationsThe study was based on the existing literature without using data drawn from an appropriate questionnaire addressed to students and/or interviews with academics. In addition, in an effort to maintain a homogeneous base of teacher competencies, inclusion of domains of expertise was avoided. Further research should focus on designing and developing a holistic model using analytical learning approaches that will contribute to the assessment of teachers’ competencies and explore the relationship of these competencies to students’ academic achievement, contributing quality to higher education.Practical implicationsA specific framework of teacher competencies in higher education, in practice, can be a useful reference point not only for ensuring quality in the selection of teachers and their career-long professional development but also for national education policy strategies. The definition of teacher competencies framework contributes to facilitating effective dialogue for the evaluation and quality assurance in education between agencies, authorities, researchers, teachers, policymakers, education managers and different communities at large.Social implicationsThese competencies are at the heart not only of the teaching and learning process but also in the workplace and in society in general and are increasingly recognized as essential. An adequately prepared community and management equipped with the required employee competencies is able to react immediately and in a positive way to any obstacle, yielding optimal results.Originality/valueThis is the first review, to the authors’ knowledge, to comprehensively explore the literature to identify, classify and rank the teaching staff competencies in higher education, revealing the gap between perceived and actual importance of various competencies.

ABSTRACTBackgroundThe digital literacy landscape has undergone significant changes over the last 5 years, from the impact of the COVID‐19 pandemic to the emergence of Artificial Intelligence (AI) technologies. The COVID‐19 pandemic hastened the necessity for advanced digital skills for remote work and online collaboration, while the current AI era demands proficiency in new technologies and an understanding of their ethical implications. The digital deficit and the need to align university education with industry demands, especially in this era of fast‐changing technology and the advancement of generative AI, are still subjects of ongoing debate and are the motivation for this paper. This study contributes to the ongoing discourse on digital literacy by providing actionable insights for enhancing digital competencies in higher education and bridging the digital gap.ObjectivesThis study examines the digital literacy gaps among university graduates from the alumni and employers' perspectives. The study aims to understand the digital gap and how employers' and alumni expectations regarding employees' digital skills and literacy have evolved during COVID‐19 and the current AI era.MethodsThe data were gathered through interviews with alumni and employers. Forty interviews were conducted to evaluate graduates' current readiness.Results and ConclusionsOur data reveals digital deficiencies, particularly in areas such as digital identity and well‐being, highlighting the need for targeted educational interventions. The study proposes strengthening strategies such as work‐integrated learning and lifelong learning so universities can better equip graduates to meet the evolving demands of the digital economy.

Discutir competências interculturais na educação superior brasileira pressupõe um olhar para os aspectos culturais e desenvolvimento de competências nesse contexto, conceitos diretamente entrelaçados com discussões acerca da qualidade. A predominância de “formatos monoculturais arcaicos” que reproduzem diversas formas de racismo ou ainda um ambiente que se fundamenta em uma interculturalidade funcional nos instiga a nutrir reflexões sobre a evolução do contexto da educação superior na América Latina. Além disso, competências é um tema fundamental no ambiente educacional, visto que, preparar os discentes para o mundo global já é mais do que uma realidade. Essa pesquisa buscou analisar a percepção dos discentes quanto ao conceito de competências e competências interculturais e suas práticas em uma universidade pública brasileira. O caminho percorrido foi uma pesquisa de campo, qualitativa, estudo de caso, com uso de questionário e da Análise Textual Discursiva (ATD). Os principais resultados trouxeram confirmação teórica da predominância no Brasil do conceito de competências como input, o conceito de competências interculturais como uma ramificação deste e polissêmico, bem como os elementos (contexto, atores sociais e práticas) como essenciais para o desenvolvimento de competências interculturais na educação superior.

In a globalized knowledge-based society with increaseddemands for highlevelsofworkforce competence, informa-tionabout highereducation’scapacitytodevelopcompeten-cies is highly necessary. However, before obtaining suchinformation, competencies need to be assessed. Researchof this type is only just beginning. The objective of this top-ical issue on the ‘‘Assessment of competencies in highereducation’’ is to point out high-quality studies that integratetheory and methods to provide readers with an overview ofthe current state of research on competence measurement.A major challenge of this type of research is to assesscompetencies – as the latent cognitive and affective-motivational traits underpinning domain-specific perfor-mance in varying (job) situations – reliably and validly,given the heterogeneous and changing nature of labor mar-kets, competencies needed, and the inter- and intra-nationaldiversity of higher education systems, institutions, pro-grams, and processes. The research presented in this topicalissue combines subject specialists with methodologicalexperts to overcome these challenges.Two papers cover the field of economics: Zlatkin-Troitschanskaia et al. (2015) examine measurement invari-ance of a US economic knowledge test in Germany andJapan, andSchnick-Vollmer et al. (2015) developan assess-ment to examine professional knowledge in economics andbusiness education. Three papers cover the fields of math-ematics and science, including assessments of both cogni-tion and affect: Jensen, Dunekacke, Eid, and Blomeke(2015) apply a latent-state trait model to test the stabilityof mathematics anxiety and mathematics content knowl-edge across different measurements; Hartmann, Upmeierzu Belzen, Kruger, and Pant (2015) develop an assessmentto examine student science teachers’ inquiry skills; andRott, Leuders, and Stahl (2015) shape our understandingof mathematics teachers’ cognition by assessing knowledgeand epistemic beliefs. The final paper by Sturmer andSeidel (2015) is on teachers’ professional vision assessedwith a video-based tool.To frame these papers, Blomeke, Gustafsson, andShavelson (2015) review the current state of research onthe assessment of competencies in higher education. Theyclarify fundamental conceptual and methodological issuesshowing that ‘‘controversies’’ are built on dichotomies thatare not useful: for example, competence as an underlyingtrait versus competence as real-world performance or clas-sical test theory versus item response theory. An opinionpaper (Schober et al., 2015) concludes the topical issue;the authors were invited to contribute with an innovativeview on self-regulated learning in university students.

The Design of Web-based Learning Model Using Collaborative Learning Techniques and a Scaffolding System to Enhance Learners’ Competency in Higher Education

In today's globalised educational landscape, the relationship between English-Medium Instruction (EMI) and intercultural competence (IC) in higher education is paramount. As institutions increasingly adopt EMI, understanding its interconnectedness with IC becomes essential. This systematic literature review explores how EMI influences IC development in higher education. Through thematic analysis, it provides a comprehensive understanding of the interconnectedness and sheds light on mutual influence. Three key themes emerge: (1) EMI as an opportunity or objective for developing intercultural competence, (2) EMI highlighting the need for IC development, and (3) Challenges related to both IC and EMI. These findings offer insights into the dynamics between EMI and IC in higher education contexts and underscore the importance of comprehensive teacher training programmes and policy interventions to address challenges and embed IC within EMI practices. Advocating for a holistic approach to EMI, this review calls for continued research on their relationship, emphasising ongoing efforts to promote intercultural competence in higher education.

Introduction Inclusion and diversity have become increasingly important in the context of sport in recent years. Numerous sports organizations and sports policymakers are committed to enable more inclusive sport. Led by the idea of a sport for all, everyone should be able to participate in sport regardless of gender, sexuality, dis_ability, race, or class. Inclusive sport does not only require specific structural conditions. It also demands social actors who have the skills to deal with the challenges of social diversity in an open, appreciative, and innovative way. Coaches, officials, teachers, journalists, and economists working in the field of sport need to be familiar with the topics of gender equity, diversity, and inclusion. This is where the project “Understanding and Experiencing Diversity” (funded by the Swiss Federal Office for Sport) comes in. It aims to develop and test a concept for promoting gender and diversity competence in sport-related higher education, thus enabling social actors to shape sport in a diversity-conscious and inclusive way. Methods The project is being carried out over a period of three years and consists of four project phases. After a phase of conceptual clarification regarding the theoretical framework and terminology, current approaches to gender and diversity competence (in the sport studies context) are being critically analysed. Against this background, phases three and four of the project will focus on the development of a sport-related teaching concept for gender and diversity competence and its testing at three different universities. Results/Discussion The understanding of gender and diversity competence developed in this project is theoretically based on the “trilemma of Inclusion” by Boger (2019). It thus refers to inclusion and non-discrimination as a complex structure of normalization, deconstruction, and empowerment. This is also linked to an intersectional perspective on social differentiation and discrimination (Degele & Winker, 2011). Regarding the promotion of gender and diversity competence in higher education, the attitude of social actors towards diversity and inclusion proves to be particularly important. This aspect has not yet been systematically considered in the context of sport-related higher education in German-speaking countries. The teaching concept developed in this project therefore emphasizes the aspect of attitude (Rischke et al., 2017).

This study examined the role of English as intercultural pedagogy in Philippine higher education, focusing on faculty and student perceptions of its effectiveness in fostering global competence, intercultural dialogue, and inclusivity. Drawing on qualitative data from faculty and student responses, the findings reveal that English functions not only as a medium of instruction but also as a bridge to global competence. Both students and faculty emphasized that English enables access to international academic resources, scholarly networks, and intercultural exchanges, positioning learners within global conversations. English was also perceived as a pedagogical strategy, with faculty using it to integrate multicultural content, highlight diverse perspectives, and encourage dialogue. Students affirmed that classroom discussions in English fostered respect for cultural diversity and enhanced their appreciation of global issues. However, challenges were identified, including varying levels of English proficiency, overemphasis on grammar-focused teaching, and insufficient intercultural training for faculty. These systemic barriers limited the inclusiveness of instruction and hindered the transformative role of English in intercultural learning. Despite these limitations, participants suggested strategies such as integrating multicultural case studies, embedding local and global perspectives, employing interactive methods, and strengthening faculty development. The findings underscore that while English provides a vital communicative platform, its effectiveness depends on intentional pedagogical practices and institutional support. Thus, English, when framed beyond its technical function, emerges as a transformative tool for cultivating intercultural competence, global awareness, and inclusivity in higher education.

The incorporation of intercultural competence (IC) in higher education (HE), through the internationalization of the curriculum (IoC) faces challenges associated with policy and programing, levels of support, staff and faculty preparedness, and skill development opportunities for students. The premise is that IC can be better integrated in IoC initiatives by focusing on outcomes instead of outputs, assisting staff and faculty engagement, encouraging multi-perspective contributions, and incorporating a critical approach to IC through self-assessment and enhanced content. Therefore, we first establish a theoretical framework to address difficulties related to IoC, followed by examples of practices and recommendations to enhance IC programing.

This study investigates the role of learning innovation and digital literacy in enhancing students’ academic creativity and innovative competence in higher education, using Amabile’s Componential Theory of Creativity as the theoretical lens. A quantitative survey design was employed, using a Likert-scale questionnaire as the main research instrument to measure learning innovation, digital literacy, academic creativity, and innovative competence. Data were collected from 100 undergraduate students in Karawang, West Java Province, selected through purposive sampling based on their experience with project-based and technology-integrated learning. This sample size is considered adequate because it fulfills the minimum requirement for SEM-PLS analysis, which allows reliable estimation even with relatively small samples. Structural Equation Modeling using SmartPLS was applied to examine causal relationships among variables. The findings reveal that learning innovation significantly influences academic creativity, while digital literacy enhances innovative competence both directly and indirectly through academic creativity. Academic creativity is confirmed as a strong predictor of innovative competence, although it does not mediate the effect of learning innovation. These results underscore digital literacy as a foundational driver of creativity-based innovation, aligning with the needs of the digital era. The study contributes theoretically by extending the application of creativity theory within the Indonesian higher education context and provides practical implications for universities to strengthen digital-based innovative learning and curriculum development.

There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regarding dimensions and definition of digital competence. In a next step, similarities and differences between existing digital competence frameworks were identified. Based on the outcomes of the review and the framework comparison, a framework was developed in an iterative process through expert meetings with policy makers, experts in the field of educational technology, and validated with practitioners. The new framework includes four dimensions of teachers’ digital competencies: (1) Teaching practice, (2) Empowering students for a digital society, (3) Teachers’ digital literacy, and (4) Teachers’ professional development. The resulting Higher Education Digital Competence (HeDiCom) framework will provide guidance and clearer expectations of teachers’ digital competency. Ultimately, improving teachers’ digital competencies will contribute to improving the quality of digital competencies of the students.

Generative AI is an emerging tool in higher education; however, its connection with transversal competencies, as well as their sustainable adoption, remains underexplored. The study aims to analyze the scientific and conceptual development of generative artificial intelligence in higher education to identify the most relevant transversal competencies, strategic processes for its sustainable implementation, and global trends in academic production. A systematic literature review (PRISMA) was conducted on the Web of Science, Scopus, and PubMed, analyzing 35 studies for narrative synthesis and 897 publications for bibliometric analysis. The transversal competencies identified were: Academic Integrity, Critical Thinking, Innovation, Ethics, Creativity, Communication, Collaboration, AI Literacy, Responsibility, Digital Literacy, AI Ethics, Autonomous Learning, Self-Regulation, Flexibility, and Leadership. The conceptual framework connotes the interdisciplinary nature and five key processes were identified to achieve the sustainable integration of Generative AI in higher education oriented to the development of transversal competencies: (1) critical and ethical appropriation, (2) institutional management of technological infrastructure, (3) faculty development, (4) curricular transformation, and (5) pedagogical innovation. On bibliometric behavior, scientific articles predominate, with few systematic reviews. China leads in publication volume, and social sciences are the most prominent area. It is concluded that generative artificial intelligence is key to the development of transversal competencies if it is adopted from a critical, ethical, and pedagogically intentional approach. Its implications and future projections in the field of higher education are discussed.

Evaluating technological interventions for developing teamwork competency in higher education: A systematic review and meta-ethnography

The objective of this study was to examine the impact of adaptive curriculum, digital literacy, and global cooperation on the multicultural competence of undergraduate university students. A structured questionnaire was disseminated to 700 students from various higher education institutions in Indonesia, who were identified using purposive sampling, and the data were processed with a quantitative research approach. The validity and reliability of these instruments have been confirmed by exploratory factor analysis and Cronbach's alpha. The hypotheses were tested using multiple regression analysis. The findings indicated that an adaptive curriculum (? = 0.342, p < 0.01), digital literacy (? = 0.416, p < 0.001), and global collaboration (? = 0.289, p < 0.05) all significantly and positively contribute to the development of multicultural competence. Digital literacy emerged as the most robust predictor. These results indicate that digitally enhanced and globally oriented pedagogical strategies should be incorporated into adaptive curricula. The study makes a theoretical contribution by establishing a link between the constructs of education innovation and intercultural competence under the umbrella of global learning. The results offer practical insights to educational policymakers and university leaders on curriculum structures that foster inclusive, globally relevant skill sets. The recommendation includes strengthening digital platforms and international cooperation in teaching models to ensure students are better prepared for different cultural environments.

Purpose: Reflect on the importance and impact of citizenship competencies in higher education, taking into account various aspects in society and the world at a political, economic and social level. Methodology: The methodology of the article is based on the reflective qualitative method. Sánchez Silva (2005) defines it as follows: “The reflective tradition privileges values, norms and creates patterns of behavior that favor an analytical and critical attitude aimed at reviewing and evaluating ideas, assumptions, theories and conventional methods” (p.116). ). Furthermore, according to Edmund Husserl (cited by Menéndez, 2012), reflection is fundamental in phenomenology, being one of its main tasks to analyze experiences in an organized way. Results and Conclusions: The integration of citizenship competencies in higher education is essential to develop critical and reflective thinking skills in students, as well as deep awareness and social responsibility. Students not only learn to critically analyze and evaluate information, but also prepare to actively participate in civic and democratic life. This includes the ability to make informed decisions, value diversity and participate in democratic processes, which strengthens social cohesion and promotes more just and equitable communities. Implications: This research provides implications for educational and government policies to continue strengthening Citizen Competencies policies in higher education institutions. Originality/value: This research offers novelty by reflecting on how public policies impact citizen competencies in higher education.