Faculty Development and complexity of knowledge: Reflectivity as a “systemic bridge” between and within the competence frameworks of university teaching
This theoretical contribution examines reflectivity as a core element to overcome the epistemic fragmentation of knowledge in Higher Education, proposing it as a meta-competence capable of connecting various university teaching competence frameworks. Through Faculty Development, university teachers are encouraged to evolve from mere disciplinary experts into conscious educators, integrating research, teaching, and methodological innovation. This perspective promotes a systemic vision that facilitates dialogue between the role of the university teacher and those of instructional designers, faculty developers, and students, ensuring that classroom practices are coherent with contemporary educational needs. Operational tools such as the Teaching Portfolio are presented as essential devices for documenting this professional growth and making underlying teaching philosophies explicit. Ultimately, this approach aims to transform university into an ecosystem of knowledge where critical reflection acts as a bridge between institutional policies and daily teaching practices.
The paper addresses the need to integrate pragmatic competence into STEM (Science, Technology, Engineering, and Mathematics) disciplines to enhance learners’ communication skills, collaborative capabilities, and professional readiness, enabling them to face the challenges of the 21st century. The traditional STEM curri...
S. Mekala, Anjali Vijayan, T. Sangeetha· Journal of Engineering Educa...· 0 citations
The study concludes that age should not be viewed as a limiting factor, but rather as a potential asset, and recommends differentiated training strategies that build on age-related strengths and promote intergenerational collaboration within the school community to ensure inclusive and sustainable educational transform...
This study explores the implementation of active learning methodologies in university teaching and their influence on the development of professional competencies among postgraduate students, through a literature review of 18 scientific articles published between 2020 and 2025, selected from the specialized databas...
César Jhonny Zorrilla Esparza, Mauricio Acevedo-Carrillo, Jorge Luis Chávez Collazos et al.· Frontiers in Education· 0 citations
Higher education institutions are increasingly expected to develop students’ critical thinking and creativity to prepare them for complex academic, professional, and social challenges. However, there is sometimes a disconnect between instructional strategies and students' real learning experiences, especially in higher...
Rasheed Ahmed, Mahwish Kamran· Qlantic Journal of Social Sc...· 0 citations
This critical narrative review examines evidence published from 1 January 2000 to 19 June 2026 to analyse how teachers’ roles are being reconfigured across technology-enhanced, blended, online and artificial intelligence-mediated learning to argue that contemporary teacher professionalism is best understood as technolo...
D. Bora, Kate Dandesh Kumar· Asian Journal of Education a...· 0 citations
The discourse on graduate attributes underscores their significance in higher education, yet the pedagogical processes through which they are translated into student learning remain underexplored, particularly in vocational contexts. This study investigates how lecturers at a University of Technology (UoT) in South Afr...
M. Sithole, P. Gumede· Journal of Teaching and Lear...· 1 citation
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