Formación docente sostenible: Modelo modular para la capacitación personalizada en educación superior

Sustainable Faculty Development: A Modular Model for Personalized Training in Higher Education

Abstract

Faculty development is a key component for ensuring the quality and sustainability of higher education. In a context shaped by digital transformation, diversified academic responsibilities, and the need to promote lifelong learning, this study presents a modular model for personalized teacher training aimed at strengthening pedagogical, technological, administrative, and human competencies among university faculty. Grounded in a multimodal diagnostic process and the Logical Framework Methodology, the model identifies axes and progressive levels based on institutional needs. A mixed-methods approach was employed, including a diagnostic survey, classroom observations, and a focus group with a stratified sample of instructors. Findings reveal significant gaps—particularly in pedagogical and technological domains—supporting the need for a flexible and scalable training structure. The modular matrix incorporates progressive micro-credentials and peer mentoring, which enhance motivation and classroom transfer. The discussion highlights the model’s relevance for institutional sustainability and its alignment with the Sustainable Development Goals, especially SDG 4 and SDG 8. The study concludes that modular training is a viable strategy to promote more innovative, collaborative, and sustainable academic communities.