The impact of the digital environment on faculty development: a literature review

Higher education is experiencing a transformative phase, marked by rapid technological and pedagogical shifts. With these changes come both chal- lenges and opportunities, primarily focused on adequately preparing faculty for innovative teaching methods and technological integration. Recent trends show a surge in e-learning and the digitisation of educational content. External factors, such as the COVID-19 pandemic, have further amplified the urgency for this shift, revealing both the potential and pitfalls of such a transition. While universities have initiated faculty training programmes to address these needs, there remains a gap between technological adoption and effective pedagogical change. The SIPED work group has undertaken a systematic review based on the PRISMA framework to delve more deeply into these aspects, emphasising the dual role of technology in faculties’ professional development and as a subject of training. The review started by identifying the research question: What are the possible interactions between instructional technologies and faculty development in higher education? The overarching aim is to understand and enhance the role of technology in faculty development, teaching methods, and community building in the academic sphere.