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Qualitative document analysis draws on OECD, UNESCO, World Bank, ESG, and CAEP frameworks, national strategic policies, and ASPU quality assurance instruments.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Educational Technology – January 2026, volume 25 Issue 1  \nCore Quality Components in Contemporary Teacher Education Systems  \nProf. Jafar Jafarov  \nRector, Azerbaijan State Pedagogical University, Azerbaijan [rector@adpu.edu.az](rector@adpu.edu.az)  \nAbstract  \nThe rapid digitalisation of education, the expansion of artificial intelligence, and the global shift towards competence-based pedagogies have fundamentally transformed the priorities of modern teacher education systems. This study aims to develop a multi-level analytical framework for evaluating the quality of teacher education by integrating global policy models, national education reforms in Azerbaijan, and institutional practices at Azerbaijan State Pedagogical University (ASPU) . A qualitative-analytical research design was employed based on document analysis of international frameworks (OECD, UNESCO, World Bank, ESG, CAEP), national strategic policy documents, and institutional quality assurance instruments at ASPU.  \nThe findings indicate that teacher education quality is shaped through the interaction of five core dimensions: digital competence, research-oriented pedagogy, personalised learning design, outcome-based curricula, and sustainable internal quality assurance mechanisms. At the national level, Azerbaijan's education reforms demonstrate a strong transition towards competence-based governance, professional accountability, and digital transformation. At the institutional level, ASPU operationalises these reforms through PDCA-based quality assurance, STEAM-integrated teacher training, digital learning platforms (LMS, Moodle, virtual laboratories), and multi-criteria academic staff evaluation systems.  \nThe study concludes that digitalisation and AI alone do not guarantee improved teaching quality; their effectiveness depends on institutional culture, leadership capacity, professional development ecosystems, and transparent quality indicators. The ASPU case confirms that future-oriented teacher education requires systemic coherence, strong governance, and a sustained culture of quality.  \nKeywords: teacher education, quality assurance, AI, quality components, higher education reform .  \n1. Introduction  \nIn the modern era, the rapid digitalisation of education systems, the expansion of artificial intelligence, and the global transformation of learning environments make teacher education a strategic priority. These changes are moving the teaching profession away from its traditional role as a “transmitter of knowledge” toward a new professional identity as a pedagogical designer, data analyst, and organiser of the learning ecosystem, with broader functional responsibilities (OECD, 2019; UNESCO, 2021) . The growing attention in the academic literature to the quality of teacher education indicates that digital competence, personalised teaching approaches, researchoriented pedagogy, and outcome-based curricula have become key drivers of transformation in teacher education (López-Núñez et al., 2024; Basilotta-Gómez-Pablos et al., 2022) .  \nResearch shows that this transformation is not happening evenly across national education systems. While some countries are making progress in terms of digital infrastructure and quality assurance, others face institutional constraints in implementing the normative framework (World Bank, 2022) . This picture suggests that teacher education is shaped not only by pedagogical changes, but also by technological, institutional, and managerial factors.  \nThe article aims to analytically reveal the gaps between global and national policy documents and the actual practices of educational institutions, and, in particular, to present a multi-level model of the quality of contemporary teacher training based on the example of the Azerbaijan State Pedagogical University (ASPU) . This model aims to make a new methodological contribution to both academic discourse and educational policy.  \n2. Aim  \nThe m","cbCaifqYxhJy9USW","https://ap.wps.com/l/cbCaifqYxhJy9USW","pdf",347400,14,"English","# 1. Introduction\n## Digitalisation and AI as drivers of teacher education change\n## Gap between global and national policy and institutional practice\n# 2. Aim\n## Goal and hypothesis of the study\n# 3. Significance\n## Scientific significance\n## Practical significance\n# 4. Theoretical framework","[{\"question\":\"What is the study’s main objective?\",\"answer\":\"To systematically analyse the quality components of contemporary teacher training in the context of global trends, national education reforms, and institutional practice, using a multi-level model framework.\"},{\"question\":\"Which research approach and data sources were used?\",\"answer\":\"A qualitative-analytical design based on document analysis, including international frameworks (OECD, UNESCO, World Bank, ESG, CAEP), national strategic policy documents, and ASPU institutional quality assurance instruments.\"},{\"question\":\"What five core dimensions shape teacher education quality according to the findings?\",\"answer\":\"Teacher education quality is shaped through interaction of five dimensions: digital competence, research-oriented pedagogy, personalised learning design, outcome-based curricula, and sustainable internal quality assurance mechanisms.\"}]","Core Quality Components in Contemporary Teacher Education Systems | PDF",1792042943,35]