Mapping the educational competence of university professors: a meta-synthetic review

Purpose Enhancing teaching quality in higher education requires a robust understanding of professors' educational competencies. This study systematically synthesized qualitative evidence and critically interrogated existing competency frameworks to construct an integrated model of factors constituting educational competence. Design/methodology/approach A systematic meta-synthesis of peer-reviewed articles (2012–2025) analyzed 20 studies, revealing educational competence as a multifaceted construct with six interconnected domains: intrinsic personal competencies (e.g. reflexivity, ethics); digital literacy for modern pedagogy; interpersonal capabilities for interaction, communication, and participation; classroom management; dedication to student guidance and support beyond instruction; and the foundational ability to implement evidence-based teaching practices. Findings The framework makes three theoretical contributions: (1) revealing hierarchical competency domains with individual competencies as foundational enablers; (2) identifying relational competence as constitutive, not merely supportive, of effective teaching; and (3) uncovering productive tensions – especially between digital integration and individualized support – reframing competence as dynamic practice rather than static skill acquisition. This evidence-based model informs targeted faculty development, pedagogical evaluation criteria, and future research to elevate teaching scholarship and student learning. Originality/value The framework offers significant utility for designing targeted faculty development programs, informing pedagogical evaluation criteria, and establishing an agenda for future research aimed at elevating teaching scholarship and student learning experiences.