The Historical Pathway of Instructional Materials and the Discourse of Teacher Competencies: Focusing on Teacher Competencies in UNESCO’s Educational Programs

The main focus of this study was to examine the relationship between the development of educational technologies and teacher competencies. The study focused on UNESCO's educational assistance programmes since the end of the Second World War. To this end, the study heavily relies on archival resources in UNESCO's official documents such as proceedings, conference papers and official reports. It also examines the required teacher competencies for ICT and emerging AI education that have emerged since the 1980s with the development of information and communication technologies, to identify how these competencies differ from previous ones, and to stimulate discussion on the implications of these changes. The rapid development of technology and new media has led to demands for changes in the field of education, with teacher education being no exception. Hence, exploring the global trends of how teacher competencies are presented and their necessity will serve as a vital foundation for organizing teacher competencies in current teacher education in Korea through evolving technology and changes in media.