21st-Century Competence Structures Model of University Teachers: Mapping Teachers and Students Views
DOI:
https://doi.org/10.57125/FED.2026.06.01Keywords:
competence, university teachers, students’ attitude, higher education, teaching qualityAbstract
In recent years, there has been an increase in student enrollment in the country's higher education institutions. Thus, in 2024, the number of students admitted to the bachelor's level of higher education increased by 8.5 per cent compared to 2023, reaching 57.4 thousand people in Azerbaijan. Compared to the previous academic year, the number of students increased by 15.1 thousand people, or 6.5 per cent (www.stat.gov.az). According to the State Exam Centre of Azerbaijan, in 2025, 88,756 people participated in the competition for higher education institutions. Of them, 57,236 people (including 6,461 sub-bachelors) were admitted to higher education institutions (www.dim.gov.az ). This article examines the competencies of university teachers. A qualitative and quantitative research design was employed in this study. The survey of students to analyse their attitudes, and the interviews with teachers and students to gain an in-depth understanding of the complex problem. Data were analysed thematically to extract key patterns and insights. Not only academic background, but also personal skills and qualities stand out as the features most valued by students. The positive correlations mentioned between knowledge and social and personal skills of the teachers (r=0.466**; r=0.552**; p=0.01), and the negative correlation between knowledge or academic skills and administrative skills of the teachers (r=-0.033**; p=0.01). Academic competence, expanding knowledge in science, the importance of assessment skills, and the use of modern technological devices were mentioned more often by teachers than by students. In contrast, students highlighted personal–moral competence, motivational determinants, and encouragement for learners more than teachers’ reviews. A positive correlation was observed between the codes “Motivation competence” and “Personal competence” (r=0.23; df=4; p<0.05) — practical value. The resulting framework is also helpful for individual teachers as a tool for reflecting on their teaching characteristics and improving their practice in higher-level educational settings.
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