STRENGTHENING THE PEDAGOGICAL COMPETENCE OF NON-EDUCATION LECTURERS THROUGH THREE STRATEGIC DIMENSIONS IN THE 21ST CENTURY LEARNING

Abstract

Pedagogical competence plays a crucial role for lecturers in 21st-century learning. Strengthening the pedagogical competence of lecturers is essential for improving the quality of higher education, especially for those who do not come from an educational background. This study examines how three strategic dimensions—lecturer characteristics, lecturer involvement and contribution within the institution, and competence development strategies—shape the pedagogical competence of non-education lecturers in the context of 21st-century learning. Using a mixed-method approach, the study involved 20 non-education lecturers from four higher education institutions in Banyumas Regency. Data were collected through interviews and surveys and analyzed using Smart PLS. The results show that lecturer involvement and contribution, as well as competence development strategies, significantly and positively influence pedagogical competence. However, lecturer characteristics alone do not show a significant effect. These findings indicate that pedagogical competence is strengthened not only by personal attributes but also by active institutional engagement and structured development strategies supported by professional leadership. The study highlights the need for integrated and collaborative efforts to enhance teaching capacity among non-education lecturers. The results suggest that universities should prioritize institutional frameworks that encourage lecturer participation, provide continuous mentoring, and support strategic competence development programs. Strengthening these dimensions can lead to more effective teaching practices, foster humanistic learning environments, and ultimately improve student learning outcomes in the rapidly evolving landscape of higher education.