TEACHER EDUCATION AND INNOVATIVE PEDAGOGICAL PRACTICES IN HIGHER EDUCATION: CONTEMPORARY CHALLENGES AND PERSPECTIVES
DOI:
https://doi.org/10.63330/aurumpub.062-042Keywords:
Active learning methodologies, Continuing education, Educational technologies, Professional development, Teacher professional developmentAbstract
Higher education is currently undergoing profound transformations driven by technological advances, new educational demands, and the need for more dynamic and student-centered teaching practices. In this context, faculty development plays a strategic role in consolidating innovative teaching processes. This study aimed to analyze the relationship between faculty development and innovative pedagogical practices in higher education. This is an integrative literature review conducted based on studies published between 2021 and 2026, in Portuguese and English, retrieved from SciELO, Scopus and Web of Science. The guiding research question was: how does faculty development influence the adoption of innovative pedagogical practices in contemporary higher education? After applying inclusion and exclusion criteria, 18 studies were selected for analysis. The findings indicate that continuous faculty development is essential for the implementation of active learning methodologies, the use of educational technologies, and pedagogical innovation in higher education. There is a strong consensus among authors regarding the importance of professional development as a key factor in improving teaching and learning processes. However, significant challenges were also identified, such as resistance to methodological changes, structural limitations, and insufficient institutional policies for ongoing training. It is concluded that pedagogical innovation in higher education depends on the integration of faculty development, institutional culture, and educational policies, highlighting the need to strengthen consistent and continuous training programs.
Downloads
References
SAWANT, S. B. et al. Challenges and opportunities: faculty development in private higher education institutions (HEIs). Tuijin Jishu/Journal of Propulsion Technology, v. 44, n. 4, 2023. DOI: https://doi.org/10.52783/tjjpt.v44.i4.1399. Disponível em: https://www.propulsiontechjournal.com/index.php/journal/article/view/1399. Acesso em: 04 jun. 2026.
BEHERA, S. Innovative pedagogical practices in teacher education. International Journal For Multidisciplinary Research, v. 6, n. 2, mar./abr. 2024. DOI: https://doi.org/10.36948/ijfmr.2024.v06i02.15488. Disponível em: https://www.ijfmr.com/research-paper.php?id=15488#top-menu. Acesso em: 04 jun. 2026.
BHUTTAH, T. M. et al. Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: the mediating role of inclusive leadership. Scientific Reports, v. 14, art. 24362, 2024. DOI: https://doi.org/10.1038/s41598-024-75379-0. Disponível em: https://www.nature.com/articles/s41598-024-75379-0. Acesso em: 04 jun. 2026.
BOICHUK, Y. et al. Innovations in general pedagogical training of future teachers. Pedahohichna Osvita: Teoriia i Praktyka. Psykholohiia. Pedahohika (Pedagogical Education: Theory and Practice. Psychology. Pedagogy), n. 38, 2022. DOI: https://doi.org/10.28925/2311-2409.2022.382. Disponível em: https://pedosvita.kubg.edu.ua/index.php/journal/article/view/340. Acesso em: 04 jun. 2026.
CHERUSHEVA, G. et al. Higher pedagogical education in the European Union: innovative technologies. Eduweb: Revista de Tecnología de Información y Comunicación en Educación, v. 17, n. 2, p. 257–266, 2023. DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.22. Disponível em: https://revistaeduweb.org/check/17-2/22-257-266.pdf. Acesso em: 04 jun. 2026.
GIL, Antonio Carlos. Métodos e técnicas de pesquisa social. 7. ed. São Paulo: Atlas, 2019.
GEERTSEMA, J. Faculty development in the context of a research-intensive university. Hungarian Educational Research Journal, v. 11, n. 3, p. 230–245, 2021. DOI: https://doi.org/10.1556/063.2021.00073. Disponível em: https://www.akjournals.com/view/journals/063/11/3/article-p230.xml. Acesso em: 04 jun. 2026.
GONZALES-ZARPAN, L. M.; PISFIL-BENITES, N. Innovative teaching strategies in higher education: active learning and competencias: a systematic review. In: 23rd LACCEI International Multi-Conference for Engineering, Education and Technology, 2025, México. Proceedings… México: LACCEI, 2025. DOI: https://doi.org/10.18687/laccei2025.1.1.1146. Disponível em: https://laccei.org/LACCEI2025-Mexico/full-papers/Contribution_1146_final_a.pdf. Acesso em: 04 jun. 2026.
HA, T. M. et al. Faculty development in health professions education: exploring need assessment, challenges, and opportunities in Vietnam. BMC Medical Education, Londres, v. 26, art. 23, 2026. DOI: https://doi.org/10.1186/s12909-025-08341-x. Disponível em: https://link.springer.com/article/10.1186/s12909-025-08341-x. Acesso em: 4 jun. 2026.
HALDAR, M. Exploring innovative pedagogical and learning practices in teacher education institutions: a qualitative study of 21st-century teacher preparation. EPRA International Journal of Research and Development (IJRD), v. 11, n. 4, 2026. DOI: https://doi.org/10.36713/epra26999. Disponível em: https://eprajournals.com/IJSR/article/19498. Acesso em: 4 jun. 2026.
LARANJEIRO, D. et al. Teacher training in innovative practices in higher education, using a MOOC: preliminary study. In: 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). Chaves, Portugal: IEEE, 2021. p. 1-4. DOI: https://doi.org/10.23919/CISTI52073.2021.9476524. Disponível em: https://ieeexplore.ieee.org/document/9476524. Acesso em: 4 jun. 2026.
MONDRAGÓN, N. I. et al. Active methodologies in higher education: reasons to use them (or not) from the voices of faculty teaching staff. Higher Education, Dordrecht, v. 88, p. 919-937, 2024. DOI: https://doi.org/10.1007/s10734-023-01149-y. Disponível em: https://link.springer.com/article/10.1007/s10734-023-01149-y. Acesso em: 4 jun. 2026.
OLANIYAN, A. O.; UZORKA, A. Impact of faculty professional development programs on the adoption of modern technology. SN Social Sciences, Cham, v. 4, art. 191, 2024. DOI: https://doi.org/10.1007/s43545-024-00991-w. Disponível em: https://link.springer.com/article/10.1007/s43545-024-00991-w. Acesso em: 4 jun. 2026.
PUHR, R. Leveraging the potential of third space faculty developers to foster individual and collective flourishing faculty professional identities in higher education. London Review of Education, London, v. 22, n. 1, 2024. DOI: https://doi.org/10.14324/LRE.22.1.19. Disponível em: https://journals.uclpress.co.uk/lre/article/pubid/LRE-22-19/. Acesso em: 4 jun. 2026.
ROBERTSON, M. L.; COFRANCESCO JUNIOR, J.; LEVINE, R. B. Transforming individuals and institutions through competency-based faculty development. Frontiers in Medicine, Lausanne, v. 12, 2025. DOI: https://doi.org/10.3389/fmed.2025.1621376. Disponível em: https://www.frontiersin.org/journals/medicine/articles/10.3389/fmed.2025.1621376/full. Acesso em: 4 jun. 2026.
RØE, Y. et al. The digital transformation of higher education teaching: four pedagogical prescriptions to move active learning pedagogy forward. Frontiers in Education, Lausanne, v. 6, art. 784701, 2022. DOI: https://doi.org/10.3389/feduc.2021.784701. Disponível em: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.784701/full. Acesso em: 04 jun. 2026.
SOUSA, J.; MANGAS, C. Active teaching-learning methodologies in higher education: a project with the community. Athens Journal of Education, Athens, v. 11, n. 4, p. 289-300, 2024. DOI: https://doi.org/10.30958/aje.11-4-2. Disponível em: https://www.athensjournals.gr/education/2024-11-4-2-Sousa.pdf. Acesso em: 04 jun. 2026.
SUYO-VEGA, J. A. et al. Beyond traditional teaching: a systematic review of innovative pedagogical practices in higher education. F1000Research, London, v. 13, art. 22, 2024. DOI: https://doi.org/10.12688/f1000research.140233.1. Disponível em: https://f1000research.com/articles/13-22/v1. Acesso em: 04 jun. 2026.
VAN SCHALKWYK, S. et al. Disentangling faculty development: A scoping review towards a rich description of the concept and its practice. Medical Teacher, v. 47, n. 8, p. 1304–1325, 2025. DÓI: https://doi.org/10.1080/0142159X.2024.2429612. Disponível em: https://www.tandfonline.com/doi/full/10.1080/0142159X.2024.2429612. Acesso em: 04 jun. 2026.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
