Technological Innovation and Faculty Development

Abstract

The pandemic crisis has accelerated the diffusion of learning environments characterized by the intensive use of technology. This novelty represents a transversal objective of the professionalization of the university teacher with a particular declination on the pedagogical-didactic-evaluation side as a strategic issue for the development of higher education.

This paper presents the results of research conducted with 119 newly recruited university teachers and 20 Department Directors. The aim of the research was, on the one hand, to detect the perception of newly hired teachers related to their teaching, metacognitive and evaluative skills, with reference to distance learning, to highlight specific characteristics that could have encouraged or hindered adaptation to this new condition. On the other hand, through the qualitative research, the aim has been to penetrate in depth the challenges posed by the digital revolution at University by carrying out 20 interviews with privileged witnesses who represent, on the national scene, agents of institutional change. The results showed a certain awareness of the need to integrate new ways of teaching to increase interest, participation and enthusiasm for technology.