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Implementing a fully online faculty development program: A case from Uzbekistan


Our success story

Empowering faculty

1. Project background

The higher education system in Uzbekistan is undergoing a period of structural transition, marked by debates over whether to maintain traditional instructional models or adopt a credit-based modular system. Regardless of the system in place, the quality of higher education depends largely on two constant pillars: the learner and the instructor. Limited student autonomy in learning and insufficient digital-pedagogical readiness among faculty members have been identified as persistent challenges within the system.

2. Project objectives

The project aimed to strengthen faculty capacity by:

  • enhancing instructors’ digital and pedagogical competencies;

  • promoting learner-centered and independent learning approaches;

  • introducing practical models of technology-enhanced teaching applicable across disciplines.

3. Project design and implementation

Within the framework of the House of Wisdom Teacher Training initiative, a fully online course titled “Innovative Approaches to Using Technology in Education” was developed and delivered by Umida Hikmatilla (also known as Khikmatillaeva), a specialist in educational organization and instructional design at Indiana University.

The course spanned 18 weeks, covering a full academic semester. A complete syllabus, instructional plan, and assessment framework were developed prior to implementation. Instruction was delivered entirely online using Google Classroom, marking one of the first fully structured, semester-long distance faculty development programs in Uzbekistan’s higher education context.

4. Participants

The program engaged 29 faculty members from Tashkent State Institute of Oriental Studies. Participants represented diverse academic disciplines and varying levels of prior experience with educational technologies.

5. Conclusion

This case illustrates that meaningful innovation in higher education is not determined by the instructional model itself but by the preparedness and adaptability of instructors and learners. Well-designed, contextually grounded, fully online faculty development programs can play a critical role in supporting systemic educational change.

Read participant stories in Uzbek


Impact on teaching and learning

The program shifted instructors’ pedagogical practices toward learner-centered, technology-enhanced teaching and strengthened their capacity to support independent and active student learning.

Learning activities and content

Throughout the course, participants developed practical skills in:

  • designing syllabi and course structures aligned with learning outcomes;

  • creating contemporary assessment criteria;

  • developing interactive instructional materials (blogs, mind maps, timelines, infographics, videos, online games, surveys);

  • curating discipline-specific digital resources;

  • preparing effective academic presentations.

Outcomes

As a tangible outcome of the program, most participants created personal ePortfolios using Google Sites. These ePortfolios now serve as open-access learning hubs where students can:

  • access course materials and learning resources;

  • review assessment criteria;

  • explore curated academic and professional online references related to their field of study.

Significance and impact

The project demonstrates that structured, long-term online professional development can effectively support pedagogical transformation in higher education. By focusing on faculty development rather than technology alone, the initiative improved teaching practices, fostered independent learning, and enhanced overall educational quality.

 

Adapting teaching practices for digital-age learners

Rapid advances in digital technologies have transformed how students access information, communicate, and learn. In higher education, a growing gap has emerged between students who are immersed in digital environments and educators trained in predominantly traditional, linear instructional models. This context raised critical questions about the relevance of existing pedagogical approaches and the preparedness of educators to teach digitally oriented learners effectively.

Results

Educators developed a clearer understanding of contemporary learners’ preferences for visual, interactive, and technology-mediated learning. Participants reported increased confidence in using digital tools, redesigning instructional materials, and adopting more flexible communication and assessment strategies. The course also encouraged critical reflection on the balance between foundational academic skills and emerging digital competencies. 

Intervention

An online professional development course was designed to support university educators in integrating digital technologies into their teaching practice. The course combined practical training in educational technologies with engagement in international research on digital pedagogy, including discussion of Marc Prensky’s Digital Natives and Digital Immigrants. Participants explored interactive teaching tools, multimedia-based instruction, and learner-centered course design through guided activities and reflective discussions. 

Lessons learned

Effective educational innovation requires pedagogical change, not simply the adoption of new technologies. Educators benefit from structured opportunities to reflect on generational learning differences and to experiment with digital tools in a supported environment. Sustainable transformation in higher education relies on continuous professional learning and a willingness to adapt teaching practices to the evolving needs of learners.