Impact of faculty professional development programs on the adoption of modern technology

The impact of professional development programs on faculty members’ adoption of contemporary technology in higher education institutions is investigated in this study. The research design for this study employs a qualitative approach, involving semi-structured interviews with 286 participants, including administrators and faculty members from 12 higher education institutions in Uganda. Four major themes emerged from the study. These themes included improved technological proficiency, a change in pedagogical approaches, adjusting to the evolving nature of education, and encouraging an innovative culture. The results show that professional development programs are essential for improving the technological proficiency of faculty members, enabling the shift in pedagogy toward student-centred approaches, allowing for the adaptation of changing educational environments, and encouraging an innovative culture in higher education. Key quotes from participants highlighted these impacts: “Professional development empowered me to use technology confidently in my classes,” and “I now focus more on student engagement and interactive learning methods.” The study underscores the necessity of sustained and contextually relevant professional development, especially in developing countries like Uganda. The broader implications of this research suggest that higher education institutions and policymakers should prioritize and invest in comprehensive faculty professional development programs.