International Journal of Pedagogics
264
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
264-265
10.37547/ijp/Volume05Issue04-69
1
Shaping A Competitive Pedagogical Personality in the 21st
Century: An Integrated Model of Psychological and Pedagogical
Abilities
Kenjayeva Fayyoza Sherbobo qizi
Master's student at Puchon University in Tashkent, Uzbekistan
Received:
28 February 2025;
Accepted:
29 March 2025;
Published:
30 April 2025
Abstract:
This article explores the pressing issue of shaping a competitive pedagogical personality in the context
of the 21st-century global education system. The author argues for the necessity of integrating pedagogical and
psychological competencies to develop highly qualified and adaptive professionals. The modern educator is
portrayed not merely as a transmitter of knowledge but as a motivational leader with emotional resilience and
the ability to thrive in diverse educational environments. The paper analyzes innovative approaches, international
practices, and proposes a conceptual integrative model for teacher development.
Keywords:
Competitive educator, psychological abilities, pedagogical competencies, integrated model, emotional
intelligence, innovation, global education.
Introduction:
The 21st century marks an era of intense
global competition, digital transformation, and the
prioritization of human capital. In this dynamic
landscape, the role of educators has become more
critical than ever. Beyond traditional academic
knowledge, modern teachers are expected to
demonstrate
strong
psychological
resilience,
communicative skills, digital literacy, and cultural
sensitivity. This paper presents a conceptual
framework for integrating essential psychological and
pedagogical abilities to develop competitive and
future-ready teachers.
Emerging Requirements for Competitive Educators
The profile of a 21st-century educator has transformed
significantly. Today’s teachers must: Foster critical and
creative thinking among learners; Adapt to rapidly
changing
socio-educational
environments;
Demonstrate emotional intelligence and psychological
resilience; Master digital tools for remote and hybrid
learning; Embrace inclusive practices and support
diversity; Engage in lifelong learning and reflective
practice.
These attributes necessitate an integrative approach
that combines both psychological and pedagogical
skillsets. The traditional separation between these
domains is no longer adequate to meet the demands of
modern education systems.
Integration of Pedagogical and Psychological Abilities
Pedagogical competencies typically include: Didactic
proficiency: The ability to design effective and learner-
centered instruction; Communication skills: Clear
articulation, feedback provision, and interaction
management; Professional reflection: The capacity for
self-evaluation
and
instructional
improvement;
Assessment and motivational strategies: Designing fair
evaluations and inspiring learners. Psychological
abilities encompass: Empathy: Understanding learners'
emotional and cognitive states; Stress resilience:
Maintaining stability under pressure; Emotional
intelligence: Recognizing and managing one’s own and
others' emotions; Social sensitivity and positive
attitude: Building trust and collaboration in diverse
classrooms.
Integrating these dimensions cultivates an educator
who is not only intellectually competent but also
emotionally
grounded,
socially
aware,
and
pedagogically innovative.
The Integrated Model: A Conceptual Framework
The model proposed in this article consists of four
sequential phases:
International Journal of Pedagogics
265
https://theusajournals.com/index.php/ijp
International Journal of Pedagogics (ISSN: 2771-2281)
1. Selection Phase: Identify and evaluate candidates’
initial psychological readiness, social awareness, and
motivation for teaching during admission to teacher
education programs. 2. Competency Development
Phase: During undergraduate or graduate education,
students receive balanced training in both pedagogical
theory and psychological skills, including modules on
emotional intelligence, communication techniques,
reflective practice, and classroom management. 3.
Professional Specialization Phase: Through field
placements and internships, aspiring educators
practice in real-life settings where their emotional
resilience, adaptive strategies, and leadership qualities
are tested and refined. 4. Lifelong Development Phase:
Implement structured support systems including
mentorship, coaching, and psychological counseling
during the in-service period to sustain motivation,
prevent burnout, and encourage continuous growth.
International Best Practices and Future Prospects
Several leading education systems have recognized the
importance of integrating psychological training into
teacher education: Finland: Requires mandatory
psychological well-being courses for teacher trainees
and emphasizes teacher autonomy and trust.
Singapore: Offers "Pedagogical Leadership" programs
where educators train in self-motivation, emotional
regulation, and interpersonal communication. Canada:
Regularly involves psychologists and instructional
coaches in the educational process to promote mental
wellness and instructional excellence.
These examples show a clear global trend toward
redefining teacher professionalism to include mental
health, emotional support, and socio-educational
adaptability.
CONCLUSION
Success in 21st-century education hinges not only on
what teachers know but also on who they are.
Emotional intelligence, creative problem-solving,
psychological resilience, and social sensitivity are
emerging as essential pillars of effective pedagogy.
Teacher training programs must evolve to reflect these
priorities through integrated development models. A
competitive pedagogical personality, shaped by a
harmonized blend of pedagogical and psychological
capacities, is not only a national need but also a global
imperative for educational transformation.
REFERENCES
Darling-Hammond, L. (2017). Empowered Educators:
How High-Performing Systems Shape Teaching Quality
Around the World. Jossey-Bass.
Hattie, J. (2019). Visible Learning: A Synthesis of Over
800
Meta-Analyses
Relating
to
Achievement.
Routledge.
OECD. (2020). Teachers and Leaders in Vocational
Education and Training. OECD Publishing.
Sahlberg, P. (2022). Finnish Lessons: What Can the
World Learn from Educational Change in Finland?
Teachers College Press.
Fullan, M. (2021). The New Meaning of Educational
Change. Teachers College Press.
Leithwood, K., & Jantzi, D. (2016). Transformational
school leadership for large-scale reform: Effects on
students, teachers, and their classroom practices.
School Effectiveness and School Improvement, 17(2),
201
–
227.
