As education systems worldwide confront the demands of 21st-century learning, the role of teacher competency, particularly in creative disciplines like Visual Arts Education (VAE), has become increasingly central to human capital development. However, there is a lack of synthesized understanding of how VAE teacher competencies are cultivated and how they translate into teaching effectiveness. This systematic literature review investigates how competencies in VAE, comprising professional knowledge, pedagogical practices, and personal attributes, are defined, developed, and applied across diverse educational contexts. Grounded in the frameworks of human capital theory and competency-based education, this study systematically analyzed 10 peer-reviewed articles published between 2021 and 2024, retrieved from Scopus and Web of Science using PRISMA guidelines. This study uncovers how visual arts educators uniquely cultivate pedagogical competency through the integration of creative learning environments, value-driven reflection, and cross-disciplinary collaboration positioning the arts not only as a subject but as a transformative medium for fostering human capital and adaptive teaching in contemporary education. Key challenges included inadequate professional development, lack of alignment between curriculum and creative teaching goals, and limited support for teacher autonomy. The findings underscore the importance of building structured, context-sensitive teacher development models that not only enhance instructional quality but also contribute to long-term human capital growth in the creative economy. This study offers implications for teacher training programs, curriculum designers, and policymakers to bridge the gap between educational aspirations and practical classroom implementation. By placing creativity at the core of teacher competency development, this review highlights pathways to cultivate a more responsive, empowered, and future-ready teaching workforce in the field of visual arts.
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