Starting from the concept of literacy in educational research, competencies are currently being defined and measured worldwide that should be promoted by schools. Certain basic competencies are at the center of attention. This perspective carries the risk of overlooking or sidelining educational goals that do not consist of cognitive competencies. This particularly affects subjects such as music, sports, and art, as well as non-cognitive goals in all other subjects. Against this background, it is important to address the quality question based on individual knowledge domains and to develop models that are based on a broader understanding of education than the concept of competence for managing everyday situations. Furthermore, it is necessary to determine domain-specific dimensions of good teaching in order to develop appropriate criteria for teacher education.