Defining the teaching profiles of academic staff across a European universities alliance: Lessons learned after the pandemic and the way into the future

Elis Kakoulli Constantinou (), Yann Verchier () and Patrick Flynn ()

International Journal of Innovative Research and Scientific Studies, 2025, vol. 8, issue 1, 369-379

Abstract: This study examines the teaching profiles of academic staff across a European universities alliance, explores the lessons learned after the pandemic, and outlines the path forward. Improvements in higher education systems and practices that embrace digital transition and equip academics with the necessary skills to facilitate quality learning are necessary in today’s rapidly changing societies. As the COVID-19 pandemic swept across the world, educational institutions were forced to adapt their teaching practices in a state of urgency. The European University of Technology (EUt+) was not immune to the pandemic’s impact. This study focused on how the eight universities of EUt+ responded to the pandemic, adapting their teaching and assessment practices. The study aimed at drawing the teaching profiles of the staff, exploring the different teaching modes before, during, and after the pandemic, and ways in which academics can exchange knowledge and value experiences related to the teaching process. The study followed the conventions of exploratory research, employing a mixed-methods approach; the data were obtained through an electronic questionnaire sent to all the members of the staff across all eight universities of EUt+ and semi-structured focus-group sessions. Findings showed that before COVID-19 the majority of the members of academic staff delivered their classes through lectures, seminars, and tutorial interaction, while traditional types of assessment such as closed book exams, project work, group work, or practical work were frequently used. Furthermore, more conventional technology tools were integrated into their teaching practice rather than new and emerging technologies. Nevertheless, the pandemic brought about several changes both in the teaching and assessment methods, shifting attention to tasks that required more use of critical-thinking skills and the challenge of limiting plagiarism.

Keywords: Educational technologies; Higher education; Pandemic; Sustainability; Teaching practices; Transformation. (search for similar items in EconPapers)
Date: 2025
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