Racordarea formării cadrelor didactice și manageriale la cerințele educației secolului XXI [Articol]

Abstract

This article examines the evolving requirements for teacher and school leader competencies in the 21st century and the need to align initial and continuous education with the dynamic demands of contemporary and future education systems. The study employed qualitative document analysis and comparative synthesis, drawing on international surveys such as TALIS (2008–2024) and on key policy frameworks issued by OECD, UNESCO, and the European Commission. The research traces the shift from a traditional, knowledge-transmitting paradigm to a transformative, collaborative, and reflective model of teaching and leadership. Findings highlight the growing importance of digital literacy, socio-emotional competencies, and professional well-being, alongside the integration of pedagogical innovation and inclusive practices. These insights offer strategic directions for systemic reform in teacher education in the Republic of Moldova, emphasizing the development of coherent professional learning pathways, stronger university–school partnerships, and evidence-informed leadership practices.