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Educational innovation in the knowledge society is closely linked to the development of complex competences that enable learners and teachers to respond to uncertainty, digital transformation, and intercultural interconnectedness. While innovation is frequently associated with technological integration, contemporary research emphasizes its systemic and competence-driven character. This article examines educational innovation through a competence-based lens and explores how the European eTwinning platform operationalizes the competences necessary for innovative practice. Building on established frameworks from the OECD, the European Commission, and leading scholars in educational change, the paper defines innovation as a process-oriented transformation of pedagogical structures. The article describes the main competences required for innovation, including critical thinking, collaboration, communication, digital competence, intercultural awareness, and adaptability, and analyses their theoretical interrelations. It demonstrates how eTwinning provides structural conditions for the development and application of competences through project-based, digitally mediated, and cross-border collaboration. The paper thus provides a theoretical synthesis that explains macro-level competence frameworks and micro-level pedagogical practices within eTwinning.
ȚURCAN et al. (Mon,) studied this question.