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Abstract
Тhe worldwide progression towards a knowledge-based and digitally driven economy mandates fundamental shifts in educational frameworks. This transition places the Technology educator at its core, requiring their professional skillset to transcend basic technical expertise and incorporate advanced pedagogical, ethical, and adaptive proficiencies. This paper presents a focused analysis of the interconnected variables — classified as systemic/policy, institutional/contextual, and individual/subjective — that either foster the development or impose limitations on the professional maturation of these teachers. The study advances the argument that successful competency enhancement hinges upon three critical areas: the alignment and clarity of national digital education strategies, the cultivation of a supportive, well-resourced institutional environment, and the active reinforcement of teacher self-efficacy alongside routine reflective practice. The strategic identification and management of these dynamics are indispensable for upholding the rigorous standards of technology education and ensuring the complete fulfillment of the educational transformation agenda.
References
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