Exchange facilitates the comparison of teaching development management models, strategies, and talent cultivation approaches

The gap

Evidence profile

Sourced from the recommendations and future work of the source papers, classified as general, spanning 6 journals.

Supporting evidence — 7 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).

  generalrecommendations
  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. 2 (2026) impactinged.pitt.edu DOI 10.5195/ie.2026.550 34

  generalrecommendations
  Keywords: program support students innovation programs feedback professional improvements recommend faculty provide continuous improvement development focus
• Incentives as Drivers of Pedagogical Innovation in Higher Education: Evidence from Uganda (2026) · East African Journal of Education Studies · doi

  Based on the study’s findings, several policies, institutional, practice-oriented recommendations are proposed to strengthen the role of incentives in promoting pedagogical innovation in higher education. and • At the Policy-Level. National higher education authorities like NCHE should support the development of flexible and innovation-sensitive policy frameworks, particularly for public universities. Greater autonomy in resource allocation, promotion criteria, and performance appraisal would enable institutions to design incentive systems that respond to local innovation needs rather than rigid bureaucratic requirements. coherent that and integrate symbolic • At the Institutional-Level, universities should move beyond donor-dependent incentives and incentive institutionalise frameworks financial, rewards. professional,

  generalrecommendations
  Keywords: innovation institutional incentives higher education policy level frameworks universities incentive based several policies practice oriented
• 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.

  generalrecommendations
  Keywords: teaching excellence institutional development promotion professional mechanisms academic pedagogical engagement instructional quality universities frameworks adoption
• Looking back to move forward: Exploring a novice lecturer’s experiences of transitioning from Basic Education to Higher Education (2026) · Journal of Education and Learning Technology · doi

  The findings of this study have several suggestions for HE institutions, such as having structured induction programmes. Institutions should develop comprehensive induction programs that address the unique needs of lecturers transitioning from teaching in BE to lecturing in HE. These programmes should include mentorship, pedagogical training, and opportunities for reflective practice, to better assist the novice lecturer with the transition. Effective communication strategies during these processes will also assist not only in improving institutional reputation but also in establishing relationships with novice academics. Recognition of prior experience should be acknowledged by hiring and promotion policies, as the value of BE experience in shaping effective HE teaching must be recognised, especially in teacher education. This recognition can enhance the confidence and retention of early career academics, as a novice teacher educator of English who has practical BE experience, is able to take authentic scenarios into the HE lecture room. All HE institutions should encourage and support novice lecturers in engaging with SoTL through workshops, research funding, and publication opportunities. This engagement fosters a scholarly identity and contributes to teaching excellence. Professional development initiatives should be inclusive, context-sensitive, and aligned with the principles of transformative learning. They should empower educators to critically reflect on their practice and adapt to evolving educational landscapes. CONCLUSION The transition from Basic Education to Higher Education is a complex, transformative journey that reshapes pedagogical practices, professional identities, and scholarly engagement. This narrative self- study reveals that foundational skills from BE serve as an asset in HE, providing a scaffold for effective teaching and learning. Grounded in Transformative Learning Theory and SoTL, the study highlights the importance of reflective practice, structured support, and institutional recognition in facilitating this transition. By shedding light on the lived experiences of early career academics, this research contributes to a deeper understanding of the dynamics of teaching and learning in HE and the challenges novice lecturers experience. It offers practical insights for educators, institutions, and more specifically for staff development programmes committed to enhancing academic quality and supporting the professional growth of novice lecturers. BIBLIOGRAPHY Ambler, Trudy, Puspha Sinnayah, and Joanna Lim. “Exploring Experience: Teacher Narratives and Narratives of Teaching.” Education Sciences. MDPI, 2024. Barkhuizen, Nicolene, Sebastiaan Rothmann, and Fons J R Van De Vijver. “Burnout and Work Engagement of Academics in Higher Education Institutions: Effects of Dispositional Optimism.” S

  generalrecommendations
  Keywords: teaching novice institutions experience education lecturers academics learning programmes practice transition effective recognition teacher engagement
• 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. essential

  generalfuture work
  Keywords: exchange teachers academic facilitates comparison teaching development management models strategies talent cultivation approaches allowing identify
• Innovative human resource management practices of school heads and teacher career advancement opportunities in public secondary schools (2026) · International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) · doi

  Based on the findings and conclusions of the study, it was recommended that school heads may continuously strengthen innovative human resource management (HRM) practices by enhancing mentoring, coaching, performance management, and recognition systems to improve teacher effectiveness, instructional quality, and career advancement opportunities. Teachers may actively engage in professional development programs, research activities, leadership roles, and collaborative learning initiatives to continuously enhance their competencies and support effective curriculum implementation. Likewise, the Department of Education (DepEd) may provide sustained support for innovative HRM initiatives by expanding professional development opportunities, establishing clearer career advancement pathways, and addressing challenges related to specialization and work-life balance. Schools may also foster a collaborative and 180 International Journal of Education, Learning, and Pedagogical Sciences (INJELPS) reflective professional culture that promotes evidence-based instructional practices, continuous learning, and organizational improvement. Finally, future researchers may examine the long-term effectiveness of innovative HRM practices and the proposed development program on teacher career advancement, instructional performance, leadership effectiveness, and student learning outcomes across diverse educational contexts. REFERENCES Ambon, J., Alias, B. S., Komariah, A., & Mansor, A. N. (2024). The impact of continuous professional development on teaching quality: A systematic review. International Journal of Evaluation and Research in Education, 13(6), 3838–3847. https://doi.org/10.11591/ijere.v13i6.30427 Aquino, D. A. L. B., Capacio, L. J. A., & Naparan, G. B. (2024). Human resource management practices of school heads. Edukasiana: Jurnal Inovasi Pendidikan, 3(4), 451–464. https://doi.org/10.56916/ejip.v3i4.875 Bao, Y. (2024). The effect of principal transformational leadership on teacher innovative behavior: The moderator role of uncertainty avoidance and the mediated role of the sense of meaning at work. Frontiers in Education, 9, 1378615. https://doi.org/10.3389/feduc.2024.1378615 Chen, X.-M., Liao, X. L., Chen, I.-H., Gamble, J. H., Jiang, X.-Y., Li, X.-D., & Bo, C.-X. (2024). The long-term effects of perceived instructional leadership on teachers' psychological well-being during COVID-19. PLOS ONE, 19(8), e0305494. https://doi.org/10.1371/journal.pone.0305494 Chiang, K. M., Yin, H., Lee, I., & Chang, C. H. (2024). Taking stock of the research into professional learning communities: Paradigms, pathways, and possibilities. Teaching and Teacher Education, 139, 104431. https://doi.org/10.1016/j.tate.2023.104431 Collie, R. J. (2023). Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3)

  generalrecommendations
  Keywords: teacher professional learning education https innovative practices instructional development leadership journal management effectiveness career advancement

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