Professional competences for the innovation of education in the 21st century from the perspective of pedagogical action research

This article explores contemporary theoretical interpretations of pedagogical action research competences among educators in the context of scientific concerns regarding the promotion of an innovation culture in higher education, driven by innovative approaches in education policy documents such as the growing labor market demand for research, innovation, and entrepreneurial competences, the increasing focus on developing the innovative potential of university teachers to cultivate research and entrepreneurial skills among students, and the shift in higher education institutions from traditional education models to innovative scientific education models, emphasizing the need to clarify key competences essential for innovation-driven processes in educational settings. Research and innovation competences are positioned as foundational premises for the sustainable implementation of innovative practices in higher education. The promotion of an innovation culture is examined within the framework of processes designed to leverage innovation policies in both higher and general education, aiming to strengthen innovative potential, facilitate the transfer of innovation, and enhance teachers' competitiveness in the labor market.