Competencies of the XXI century teachers for sustainable development within the framework of the 2030 Agenda

Abstract

Competencies in education have faced challenges throughout the 21st century, so it is pertinent to reflect on the skills, knowledge and attitudes required by teachers in higher education in terms of the demands of today’s society in terms of innovation, research and promotion of the quality of education. For this reason, the general objective is to identify and characterize the pedagogical and didactic skills that teachers require in relation to cultural, emotional and technological elements. Based on a systematic review of a qualitative-descriptive nature, some databases such as Scielo, Redalyc and Dialnet are reviewed in relation to the Fundamental Competencies for Sustainable development, and the main categories are obtained: environmental and cultural competencies, socioemotional and digital, subcategories, descriptors and objectives. This information is organized in figures and tables. It is emphasized that these studies address different significant strategies that allow leading the educational process from various points of view, problems, actions and resources, they also provide knowledge and expand the analysis, and provide new experiences to exchange in life in society.