Didactic Competencies for an Affective and Effective Higher Education in Times of Educational Transformation
DOI:
https://doi.org/10.37387/ipc.v14i1.433Keywords:
Teaching competencies, affective education, emotional intelligence, reflective practice, TPACK, higher education, teacher training, educational transformationAbstract
The present state-of-the-art review examines the didactic competencies required for university teaching that is both affective and effective in the context of accelerated transformations in higher education, particularly in the aftermath of the COVID-19 pandemic. Through a systematic review of 33 academic sources published between 2014 and 2024, it analyzes approaches to the development of emotional, digital, reflective, and collaborative competencies among faculty members. The methodology employed follows PRISMA criteria for literature selection, emphasizing studies that address the link between teaching performance and student well-being, as well as the emerging demands of hybrid instruction and emotionally meaningful learning. The findings highlight the need to integrate emotional intelligence, Technological Pedagogical Content Knowledge (TPACK), and reflective practice as central pillars of professional teaching development. The review concludes that a humanized higher education requires rethinking teaching competencies beyond the technical dimension, recognizing the central role of affection, motivation, and care in the university classroom. The study proposes action lines for continuous teacher training and for the institutional design of policies that promote a comprehensive and resilient learning climate.
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