Exchange facilitates the comparison of teaching

The gap

Evidence profile

Stated in the recommendations and future work sections of the source papers, classified as general, spanning 4 journals.

Supporting evidence — 4 representative gaps

• Rethinking Uganda’s Higher Education Landscape: Pedagogical Innovation and Technology-Driven Assessment (2026) · East African Journal of Arts and Social Sciences · doi

  that Universities prioritise To enhance student learning outcomes, it is recommended the adoption of student-centred and technology-based instructional methods. Faculty should be provided with professional development opportunities focused on active learning strategies and the integration of multimedia tools. Administrative policies consistent incentivise application of diverse pedagogical approaches across departments. Additionally, fostering a culture of collaboration among faculty can facilitate the sharing of best practices and resources. Future research should explore the long-term effects of these teaching methods on student success and investigate strategies to bridge the gap between innovative and traditional teaching practices. should the REFERENCES Addae, D., & Quan-Baffour, K.P. (2022). The Place of Mixed Methods Research in the Field of Adult Education: Design Options, Prospects and Challenges. International Journal of Education and Research, 3(7), 151-162. Akampurira, A. (2022).

  generalstated in recommendationsevidence 5/5
  Keywords: student learning faculty strategies practices teaching education universities prioritise enhance outcomes recommended adoption centred technology
• Real Problems, Real Practice (2026) · Impacting Education Journal on Transforming Professional Practice · doi

  Based on these reflections, our recommendations are focused on the need for continuous improvement and feedback, enhancement of professional development and support, and promotion of the dissemination of students’ research. To maintain the momentum of program improvements such as our ECE, we recommend the establishment of continuous feedback mechanisms for students, faculty, and other stakeholders. Regular surveys, interviews, and focus groups can provide valuable insight into the effectiveness of these types of program improvements and identify areas for further improvement. This will also ensure that the program remains responsive to the evolving needs of its participants. Furthermore, we suggest using the taxonomy of pedagogical innovation in higher education (Palmer & Giering, 2023) as it helps structure the evaluation of innovation(s) as well as elevates the scholarly rigor behind program redesign. By addressing each domain—focus, degree, outcomes, barriers, risks, and costs— institutions can have a systematic approach to evaluating program innovation. Enhanced opportunities for student and faculty professional development are also necessary to support program improvements. We recommend that virtual workshops, webinars, and peer mentoring and support programs be developed to complement residency programs such as our SI. This will help sustain the collaborative and supportive environment needed for successful program innovation. To support faculty, it is important to provide ongoing best practices in assessment, evaluation, feedback, and mentoring so they have the knowledge and skills to guide students through moments of program innovation. Finally, we recommend that programs encourage students to disseminate their PoP dissertations through publications and conference presentations that can amplify the impact of their research. Programs should provide resources and support for writing and presenting to help students navigate the process of disseminating research for the field. In conclusion, the process of preparing a POY application provided the University of Findlay an opportunity to engage in critical Impacting Education: Journal on Transforming Professional Practice Vol. 11 No.

  generalstated in recommendationsevidence 5/5
  Keywords: program support students innovation programs feedback professional improvements recommend faculty provide continuous improvement development focus
• Promoting and Recognising Teaching Excellence in Research-Intensive Universities: An Exploratory Systematic Review of Global Mechanisms, Pedagogical Innovations, and Institutional Quality Frameworks (2026) · East African Journal of Education Studies · doi

  AND teaching including excellence institutional The study demonstrates that in research-intensive remains universities, undervalued relative to research outputs such as publications, grants, and citation indices. While some mechanisms exist, teaching awards, teaching-focused promotion pathways, and recognition frameworks, these initiatives are often symbolic and not systematically integrated criteria. into Consequently, academic staff may prioritise disciplinary pedagogical innovation, limiting the adoption of student- centred teaching methods, reflective practice, and active engagement with graduate supervision. This imbalance perpetuates a culture in which treated as secondary, reducing teaching incentives for academics to invest in sustained professional innovative instructional approaches. development promotion research over or is However, Secondly, emerging pedagogical strategies such as active learning, flipped classrooms, blended and hybrid teaching, and experiential learning have been shown to significantly improve student engagement, critical thinking, and real-world the skills. problem-solving effectiveness of these methods depends on institutional support in the form of technological infrastructure, continuous professional development (CPD). The study indicates that teaching excellence is strongly influenced by the ability of universities to provide development resources opportunities that enable lecturers to adopt and sustain innovative teaching approaches. Without such support, even well-intentioned pedagogical innovations risk limited adoption or superficial implementation. structured training, and and The interpretation of this is that recognising engagement in professional development as part of teaching excellence rewards ongoing skill enhancement, strengthens instructional quality, Lastly, quality assurance mechanisms, academic portfolios, and structured CPD programs are critical enablers of teaching excellence, providing 64 | This work is licensed under a Creative Commons Attribution 4.0 International License. East African Journal of Education Studies, Volume 9, Issue 2, 2026 Article DOI: https://doi.org/10.37284/eajes.9.2.4761 frameworks. tangible evidence of instructional effectiveness and reflective practice. The study also highlights that graduate supervision, although essential for postgraduate success and institutional research capacity, is rarely formally recognised within promotion these mechanisms into institutional reward systems ensures that teaching is assessed as a scholarly activity, not merely a routine task, and aligns professional development, quality assurance, and teaching promotion processes. Sustainable excellence, therefore, requires coherent alignment across institutional policies, reward structures, and academic identity formation.

  generalstated in recommendationsevidence 5/5
  Keywords: teaching excellence institutional development promotion professional mechanisms academic pedagogical engagement instructional quality universities frameworks adoption
• Strategies for Higher Education Teachers’ Career Development Planning under the Lifelong Learning Paradigm (2026) · Contemporary Education and Teaching Research · doi

  exchange facilitates the comparison of teaching development management models, strategies, and talent cultivation approaches, allowing teachers to identify shortcomings and adopt advanced practices. Participation in academic conferences, forums, and professional training programs further enhances research developments and fosters scholarly dialogue. disciplinary awareness frontier of and teachers influence academic engagement, cross-domain in sustained An open and reflective learning attitude is exchange.

  generalstated in future workevidence 5/5
  Keywords: exchange teachers academic facilitates comparison teaching development management models strategies talent cultivation approaches allowing identify

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