The Need for Continuous Professional Development in Higher Education

Abstract

The continuous professional development of higher education faculty is essential for maintaining the quality of the educational process and adapting to the ever-changing demands of society and the labor market. Enhancing pedagogical, digital, and research competencies contributes to more effective teaching and learning, fosters innovation, and promotes a dynamic academic environment. Furthermore, investing in professional development supports academic mobility and collaboration, strengthening institutional prestige and the competitiveness of universities at both national and international levels. The paper analyses the perception of professional training needs of 60 university teachers in Romania, focusing on four areas of development: teaching activity, research activity, personal development, and mentoring. The research examined how these needs differ by teaching degree, age, and seniority in higher education. The results highlight distinct trends: teachers at the beginning of their careers perceive the development of research skills, especially those related to writing and publishing scientific articles, as essential, whereas teachers with extensive teaching experience show greater interest in training focused on digital pedagogical skills and innovations. Also, beginning teachers show a greater interest in participating in the personal development and mentoring program. The conclusions emphasize the need for differentiated, flexible, and integrated professional development programs tailored to each academic profile. These programs enable faculty to strengthen existing competencies and acquire new skills relevant to teaching, research, and academic projects.