# Characterization of the Teaching Profile within the Framework of Education 4.0
## 3 Results
### Competencies Required of the Teacher  
According to the interviewees, the ideal teacher profile for Education 4.0 should maintain a balance between soft skills--such as leadership, motivation, and communication--and technological competencies and critical thinking. As one of the interviewees mentioned,  
\begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Variable** & \multicolumn{2}{c}{**Current Students (N = 337)**} & \multicolumn{2}{c}{**Graduates (N = 313)**} \\ \hline  & N & \% & N & \% \\ \hline Age & & & & \\ \hline
19–25 & 126 & 37.4 & 9 & 3 \\ \hline
26–33 & 108 & 32 & 112 & 36 \\ \hline
34–40 & 81 & 24 & 107 & 34 \\ \hline
41–48 & 18 & 5.4 & 49 & 16 \\ \hline
49–55 & 4 & 1.2 & 24 & _7.7_ \\ \hline
56–66 & 0 & 0 & 12 & 3.3 \\ \hline Total & 337 & 100 & 313 & 100 \\ \hline Gender & & & & \\ \hline Female & 258 & 76.6 & 68 & 21.7 \\ \hline Male & 79 & 23.4 & 245 & 78.3 \\ \hline Total & 337 & 100 & 313 & 100 \\ \hline Program they study & & & & \\ \hline Basic Education & 98 & 29.1 & 106 & 33.9 \\ \hline Primary Education & 92 & 27.3 & 62 & 19.8 \\ \hline Science pedagogy & 55 & 16.3 & 0 & 0 \\ \hline Language Pedagogy and Literature & 75 & 22.2 & 20 & 6.4 \\ \hline Pedagogy of Experimental Sciences & 9 & 2.7 & 0 & 0 \\ \hline Human Sciences and Religious & 8 & 2.4 & 0 & 0 \\ \hline ES/Chemistry, Biology, Physics, Math. & 0 & 0 & 46 & 14.7 \\ \hline ES/English & 0 & 0 & 79 & 25.2 \\ \hline Total & 337 & 100 & 313 & 100 \\ \hline Occupation & & & & \\ \hline Students & 178 & 52.8 & 5 & 1.6 \\ \hline Workers & 113 & 33.5 & 224 & 71.6 \\ \hline Unemployed & 40 & 11.9 & 66 & 21 \\ \hline They work and study & 0 & 0 & 18 & 5.8 \\ \hline Other activities & 6 & 1.8 & 0 & 0 \\ \hline Total & 337 & 100 & 313 & 100 \\ \hline \hline \end{tabular}
\end{table}
Table 3: Participants’ characteristics (own elaboration).  
\"The teacher must have a strong leadership profile and be focused on the students' needs. They must exert pedagogical leadership, being a leader who motivates and generates concerns, have mastery of ICT with an overall view of the global culture, and be involved in the globality of thought\". Another interviewee commented, \"In the technological field, teachers require the necessary competencies for digital pedagogy\".  
Figure 4: Characteristics of the online programs (own elaboration).  
Figure 3: Characteristics of the most requested academic programs by current students (own elaboration).  
Regarding soft competencies, such as communication, it was mentioned that \"Educators should be experts in communication, in written elements, and interpersonal communications [and] competencies of the teacher of the 21 st century\". They also mentioned having competencies to work not only by objectives but also by carrying out formative actions: \"How do we want them to apply this knowledge? How do we want them to put it in a real practical context?\" These questions lead teachers to curricular designs that counteract a repetitive education that is based on memorization and oriented more to practice and problem-solving.  
The teacher of the future should be critical and have a greater capacity for analysis. As one of the experts mentioned that \"The profile should be that of a research teacher, one able to diagnose the problems of his or her context and propose various solution projects\". It also requires a much more human, empathetic teacher who becomes a facilitator and a coach for students, as mentioned by the experts: \"The teacher must have didactic competencies and humanistic, relational competencies\"; \"the teacher must be a guide, a facilitator, the one who supports, who guides, who follows, who leads, and who facilitates their students' learning\"; and \"assumes the role of a coach and designer of learning experiences--not a repeater, nor a transmitter\".