Policy recommendations: evidence-based for transforming teacher training in higher education

Abstract

This policy brief is based on the outcomes of the Erasmus+ PBL4COLLABTT project, a collaborative initiative dedicated to advancing evidence-based teacher training in higher education. Drawing upon an extensive systematic literature review, multi-stakeholder interviews, and the large-scale face-to-face implementation of 3-day training events with over 300 educators, the consortium developed and piloted the PBL4TEA framework, which centres on the digital enhancement of active learning. The brief provides policy recommendations for implementing adaptable teacher training frameworks that uphold pedagogical autonomy, ensure rigorous quality assurance, and foster sustained professional development. Key findings emphasise the necessity for robust quantitative and qualitative effectiveness indicators, recognise the importance of context-sensitive and diverse training practices, and underscore the critical role of institutional and systemic support mechanisms. Furthermore, the document emphasises the need for dedicated funding structures, formal recognition systems for teaching innovation, research, and innovation support, as well as international collaboration to promote sustainable transformation in higher education.