This paper explores the evolving landscape of teacher competencies and professional development, specifically focusing on the challenges and opportunities present in Indonesia’s educational context. A comprehensive analysis of 50 research studies published from 2010 to 2024 reveals key findings highlighting the significance of well-structured internship and mentoring programs in enhancing teacher preparation and professional growth. These models provide essential practical experience, opportunities for reflective practice, and personalized feedback, all of which are critical for developing competencies. The necessity of integrating technology into teacher training for digital competence frameworks, such as TPACK and DigCompEdu, which guide the effective use of Information and Communication Technology (ICT) in instruction. However, infrastructure limitations and the ongoing need for tailored digital skills training persist. Innovative methodologies in professional development, including heutagogy-based learning and microteaching practices, are emphasized as effective strategies for fostering self-directed learning and adaptive competencies. Despite the promise of these innovative approaches, systemic constraints—such as resource limitations and policy incoherence—remain barriers to the successful implementation of continuous professional development (CPD) initiatives. Furthermore, the research highlights the importance of fostering cross-cultural and global competencies among teachers, equipping them to prepare students for global citizenship despite disparities in policy emphasis across countries. The chronological review highlights a shift in research focus from foundational global competency frameworks to innovative professional development models that incorporate digital skills and curriculum reforms aligned with the Sustainable Development Goals. This work underscores the necessity of coherent policy implementation and resource allocation to enhance teacher quality and effectiveness for 21st-century education, as informed by national reforms and international benchmarking efforts.
Suwono et al. (Thu,) studied this question.