Paper Details

In the 21st century, education is undergoing a paradigm shift due to rapid technological advancements. The digital age has transformed traditional methods of teaching and learning, requiring educators to acquire new competencies and adapt to changing pedagogical landscapes. Faculty development programs (FDPs) have emerged as essential strategies to enhance teachers’ digital literacy, pedagogical innovation, and professional competence. This paper explores the significance, challenges, and strategies of faculty development in the digital era. The study reviews existing literature on digital competency models, blended learning, e-pedagogy, and institutional policies that promote technology-enabled teaching. The methodology involves a qualitative review of recent studies and policy documents related to digital education. Findings reveal that while faculty members recognize the importance of technology integration, many still face barriers such as lack of infrastructure, inadequate training, and resistance to change. Successful FDPs emphasize continuous learning, mentorship, collaboration, and the use of online platforms such as MOOCs and Learning Management Systems (LMS). The paper concludes that faculty development in the digital age must focus not only on technological skills but also on pedagogical transformation, digital ethics, and learner-centered approaches. Recommendations include institutional support for digital infrastructure, policy frameworks for continuous professional development, and collaboration between academia and industry. Strengthening digital pedagogy among faculty is vital to ensure quality education, innovation, and inclusivity in the digital era.

Faculty development, Digital pedagogy, Professional development, ICT in education, Digital literacy, E-learning.