Promoting Inclusive Practices Through Emerging Technologies in Higher Education: Faculty Professional Development via Blended Learning
DOI:
https://doi.org/10.63300/Keywords:
Higher education, Faculty professional development, Training, Blended learning, Emerging technologies, Inclusive educationAbstract
Higher education institutions face the growing challenge of equipping faculty with inclusive digital skills essential for delivering quality education to all students. This paper details a study that designed, developed, and evaluated a blended-learning professional development programme for university faculty in Spain, emphasizing the use of emerging technologies through an inclusive lens. Employing a qualitative methodology, the study utilized a case study design, conducting semi-structured interviews with faculty members and focus groups with students. The research involved a needs assessment of faculty training requirements, followed by an evaluation of the programme’s implementation, outcomes, and impact. Findings indicated that integrating inclusive technological practices benefits both educators and students and offers a scalable model for other institutions. This study highlights the critical role of online training in supporting faculty development and fostering equitable learning experiences in contemporary higher education settings.
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