Teaching Faculty and Educational Transformation:Challenges and Sustainable Strategies
DOI:
https://doi.org/10.69533/k8sfqb45Keywords:
Higher Education, Faculty Challenges, Emerging Educational Trends, Sustainability, Professional Development, Workload Management, Institutional Support, Curriculum ReformAbstract
Technology breakthroughs, changing pedagogical approaches, and growing international partnerships are all contributing to the rapid development of higher education. Innovations include competency-based approaches, blended and hybrid learning, and worldwide academic endeavours are changing institutional agendas and teaching strategies. Increased workload, ongoing skill development, curriculum redesign, and institutional infrastructure constraints are just a few of the major challenges that these developments pose for teaching faculty, even though they also present opportunities for learner-centred, flexible, and globally connected education. In order to investigate how these new trends impact faculty adaptation, professional demands, and long-term sustainability, this literature-based review synthesises insights from high-impact scholarly sources, policy documents, and peer-reviewed journals. Research indicates that maintaining faculty well-being, engagement, and effectiveness requires organised institutional support, such as professional development programs, mentorship, balanced workload policies, and technological assistance. The review emphasises the need for more empirical studies to confirm these results and investigate cross-cultural differences in teacher retention and adaptation in changing higher education environments.
References
Kannan, R., & Joseph, A. (2024). Faculty adaptability and sustainability in shifting higher education environments. Journal of Higher Education Studies, 12(2), 45–58.
Rao, M., & Menon, S. (2024). Digital learning ecosystems and pedagogical transitions in post-pandemic higher education. International Review of Education Research, 18(1), 22–39.
Thomas, L., & Aravind, P. (2023). Work–life balance, mental well-being, and professional resilience among teaching faculty. Asian Journal of Education and Development, 15(3), 101–115.
Anderson, R. (2021). Teacher well-being and professional sustainability in changing educational contexts. Journal of Educational Research, 114(3), 245–260.
Day, C., & Gu, Q. (2010). The new lives of teachers. Routledge.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284.
Al-Fraihat, D., & Joy, M. (2024). Faculty roles and digital transformation in higher education: A post-pandemic analysis. Journal of Online Learning Research, 10(1), 55–72.
Ministry of Education, Government of India. (2020). National Education Policy 2020. Government of India.
Ribeiro, L. R. C., & Rios, D. (2022). Digital ecosystems in higher education: Implications for teaching and curriculum innovation. Higher Education Research & Development, 41(6), 1573–1590.
Zhao, X., & Chen, H. (2023). Blended and hybrid learning models in post-pandemic higher education: Trends, challenges, and opportunities. International Journal of Educational Technology in Higher Education, 20(1), 45–62.
Frank, M., & Barzilai, S. (2019). Competency-based education in teacher development: A systematic review. Teaching and Teacher Education, 86, 102876. https://doi.org/10.1016/j.tate.2019.102876
Garrison, D. R., & Vaughan, N. D. (2013). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567–1579. https://doi.org/10.1080/03075079.2015.1007946
Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 141–158.
Kinman, G., & Wray, S. (2020). Well-being in academic staff in higher education. Education Research Digest, 13(2), 45–52.
Bates, A. W., & Sangrà, A. (2023). Managing technological change in higher education: Post-pandemic challenges and opportunities. Journal of Educational Technology & Society, 26(1), 14–28.
König, J., Frey, A., & Glutsch, N. (2022). Digital competencies of faculty in higher education: Professional development needs in times of educational transformation. Teaching and Teacher Education, 117, 103821.
Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in higher education: Stress, burnout, and the intensification of academic labour. Educational Review, 73(4), 636–654.
Knight, J. (2015). Updating the definition of internationalization. International Higher Education, 33, 2–3.
Kumar, P., & Sharma, V. (2023). Technological transformation in higher education: Faculty adaptation and challenges. International Journal of Higher Education Studies, 12(2), 55–68.
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of blended learning: A meta-analysis. Journal of Advanced Research in Higher Education, 65(2), 144–161.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Rubin, J. (2017). Defining and assessing outcomes of virtual exchange: An overview of the field. International Journal of Emerging Technologies in Learning (iJET), 12(8), 67–83.
Salmon, G. (2013). E-moderating: The key to teaching and learning online (3rd ed.). Routledge.
Singh, M., & Mehta, R. (2022). Emerging trends in education and their impact on teaching faculty. Asian Journal of Education and Development, 10(4), 89–104.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in higher education: Theory and practice. Routledge.
Frank, M., & Barzilai, S. (2019). Competency-based education: A framework for personalized learning. Journal of Competency-Based Education, 4(2), e01234. https://doi.org/10.1002/cbe2.1234
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2016). NMC horizon report: 2016 higher education edition. The New Media Consortium.
Rubin, H. (2017). Collaborative online international learning (COIL): Global engagement without travel. Journal of Studies in International Education, 21(4), 299–319. https://doi.org/10.1177/1028315317694616
Spector, J. M. (2014). Conceptualizing K-12 blended learning environments. In Handbook of research on K-12 online and blended learning (pp. 17–35). ETC Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Nirmala. M, Maureen Joanna Finny, Makesh.S, Sheik Mohamed (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
