Despite the plethora of studies reported during the last decade in relation to educational innovation in teaching and assessment of competencies, a consensus is seemingly lacking on a definition that establishes the scope and boundaries competency assessment. This research gap motivated a systematic review of the literature published on the topics of “educational innovation in teaching” and “assessment of competencies” in upper secondary and higher education during the period from January 2016 to March 2021. The main objective of the study was to define and evaluate educational innovation in teaching and assessment of competencies in upper secondary and higher education following PRISMA guidelines for a systematic literature review (SLR) on a curated corpus of 320 articles. We intended to answer the following questions: (1) What do “educational innovation in teaching” and “assessment of competencies” represent for upper secondary and higher education? (2) How are they evaluated? Lastly, (3) are efforts exerted toward the standardization of transversal competencies? The SLR seeks answers to these questions by examining nine research sub-queries. The result indicated that the greatest effort toward educational innovation in competencies was made at the higher education level and targeted students. Competencies were revised through associations with the Sustainable Development Goals of the 2030 Agenda. In addition, the methodologies used for teaching and evaluation of competencies were reviewed. Finally, the study discussed which technologies were used to develop the proficiencies of students.

Introduced into theaters in the 1860s, Pepper’s Ghost startled theatergoers with an effect that allowed live people or objects to materialize into the scene. The illusion of a ghost is an actor located forward of and below the stage floor. The glass illustrates the reflection of the offstage “ghost,” while the leftmost “ghost” simulates what the audiences see. Modern versions of this effect consist of a completely new way of projecting video to create the illusion of life-size, full-color, moving images but projected as 2D images into a set. The mind of the audience creates the 3D illusion. This technology enables a new line of communication, which is called “holographic telepresence” that delivers a life-sized holographic experience in real time, enabling to connect more effectively and make an impact on audiences. The technology reduces expenses and saves on time travel. This project identified the parameters for correct setup of holographic telepresence, so that future users will be able to replicate and use with ease. The project used action research, which provides fast and effective solutions. The results demonstrated that it was possible that by defining the parameters and a guide for setting up a holographic telepresence.