A SYNTHESIS OF COMPONENTS AND INDICATORS OF LEARNING MANAGEMENT COMPETENCIES FOR FUTURE-ORIENTED EARLY CHILDHOOD TEACHERS
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This academic article aims to 1) Synthesize the components of future-oriented early childhood teachers’ learning management competencies based on relevant documents, concepts, theories, and research studies; 2) Identify indicators for each competency component through content synthesis; and 3) Propose approaches for enhancing early childhood teachers’ learning management competencies to support sustainable teacher quality development and early childhood education. The study employed a Systematic Literature Review (SLR), combined with Content Analysis and Thematic Categorization, to synthesize key findings from academic sources. The results revealed that the learning management competencies of future-oriented early childhood teachers consist of seven core competency domains, which can be synthesized into four major components: 1) Knowledge, 2) Skills, 3) Attributes, and 4) Integrated Competency. Systematic indicators were developed for each component, encompassing professional knowledge, learning experience management skills, digital technology integration, critical thinking, innovation, communication, collaboration with relevant stakeholders, and professional ethics. Furthermore, five approaches for competency enhancement were synthesized: continuous professional development, the integration of technology for learning, practice-based learning, collaborative networking, and classroom action research. These approaches are intended to strengthen teachers’ knowledge, skills, attributes, and the integrated application of competencies in professional practice. The findings provide a conceptual framework for developing pre-service and in-service early childhood teacher education programs, establishing competency standards, and improving the quality of learning management in response to future global changes. In addition, the findings serve as an academic foundation for educational policy formulation, teacher development planning, and future research, ultimately contributing to the sustainable improvement of teacher quality, learner outcomes, and the overall quality of early childhood education.
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