Il docente universitario nel XXI secolo: ruolo, competenze, trasformazioni e sfide

The article examines the transformations in the role of university professors in the 21st century, driven by changes in higher education and the evolving competence sets required. It highlights the shift from a traditionally transmis-sive teaching approach to one that is student-centered, with increasing empha-sis on pedagogical, methodological, digital, relational, and evaluative skills. The Third Mission has further reshaped academic organization, emphasizing the need for continuous training programs and specialized centers to support faculty in adopting innovative teaching practices and integrating technology. However, some risks associated with neoliberal transformations tend to re-duce professors to the roles of “entrepreneurs” or “employees” and students to mere “commodities” or “clients.” This increasingly “just-in-time” and compe-tence-driven educational system risks undermining the humanistic and value-based dimensions of academia. The importance of safeguarding fundamental values such as independence, impartiality, and commitment to the public good remains central. Reflect on the future of the academic profession is necessary: stressing the need to balance the competences required with the imperative to preserve the intrinsic value of knowledge.