From theory to classroom: Innovation in teaching methods and faculty development in higher education

https://doi.org/10.53730/tcsie.v2n1.13

Authors

  • Pham Dinh Thang HaNoi University of Pharmacy, Hanoi city, Vietnam

Keywords:

higher education, teaching innovation, faculty development, Rational Choice Theory, Social Exchange Theory, active learning, Vietnam

Abstract

Higher education is at a pivotal moment, necessitating innovative teaching methods and robust faculty development to meet evolving global demands. This paper examines the integration of educational theories, such as Rational Choice Theory (RCT) and Social Exchange Theory (SET), into pedagogical practices to foster meaningful classroom change. By analyzing contemporary innovations like student-centered learning, flipped classrooms, and problem-based learning, the study highlights their potential to enhance student engagement and critical thinking. However, challenges such as institutional resistance, cultural barriers, and inadequate infrastructure, particularly in contexts like Vietnam, hinder widespread adoption. The paper underscores the critical role of theoretically grounded faculty development in bridging the gap between theory and practice, advocating for sustained, context-sensitive reforms to transform higher education. Findings suggest that aligning institutional incentives with educators' motivations and fostering collaborative academic cultures can drive sustainable pedagogical innovation.

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Published

2025-06-20

How to Cite

Thang, P. D. (2025). From theory to classroom: Innovation in teaching methods and faculty development in higher education. Tennessee Community Service International of Empowerment, 2(1), 33–43. https://doi.org/10.53730/tcsie.v2n1.13

Issue

Vol. 2 No. 1 (2025)

Section

Articles

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