This study aims to provide a comprehensive analysis of the evolution and current status of teaching competency in China, contextualized within various educational levels and systemic components. Drawing upon systems theory, with the quantitative research having 379 sample size which is employed through SPSS software. The multidimensional nature of teaching competency encompassing knowledge, skills, and attitudes is scrutinized. Employing a comparative framework, the research elucidates how input factors such as teacher qualifications, throughput processes like pedagogical methods, and output metrics such as student outcomes contribute to defining teaching competencies. The research probes into the role of cognitive psychology and student-centered approaches in modern Chinese educational settings. This identifies key differential factors in lower and higher academic settings, including policy guidelines, curricular focus, and evaluation mechanisms. Addressing a significant research gap, this investigation aims to offer actionable insights into enhancing teaching competency in China, focusing on four primary research objectives that range from examining input factors to understanding system-level influences. © 2025 selection and editorial matter, Hafinaz, Hariharan R and R. Senthil Kumar.
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