Analysis of the impact of pedagogical innovations on university teacher training

Abstract

Higher education faces challenges due to rapid changes; despite the spread of pedagogical innovations, it is evident that many instructors continue to use traditional teaching approaches that do not meet the needs of 21st-century students. The objective of this study was to analyze the impact of pedagogical innovations on university faculty training. The methodology employed a quantitative approach—descriptive and correlational—using a non-experimental cross-sectional design. The population and sample consisted of 56 university faculty members from the School of Education. The following instruments were used: a structured questionnaire, an observation guide, and a rating scale. Among the results, it was notable that 83.93% of the participants implemented active methodologies to a high degree. Furthermore, a positive and significant correlation (Rho = 0.72; p<0.001) was identified between pedagogical innovation and the development of teaching competencies, and a high impact on continuing education was demonstrated, with a mean score of 4.00. In conclusion, the incorporation of pedagogical innovations contributes to teachers’ professional development by promoting processes of updating, reflection, and improvement of educational practice, which translates into greater coherence in the design of the teaching–learning process. In conclusion, the results showed that the incorporation of pedagogical innovations contributes to strengthening the continuing education of university faculty, promoting professional development, reflection on teaching practice, and improvements in academic planning.