INNOVATIVE LEARNING EXPERIENCES FOR IMPROVING TEACHING PERFORMANCE IN HIGHER EDUCATION

Abstract

In higher education, ongoing professional development for faculty is a key factor in improving the quality of teaching and learning processes. However, concrete evidence regarding the actual effects of this training on teacher performance is not always available. Therefore, this study aims to confirm the effectiveness of innovative learning experiences in improving teacher performance in higher education. The methodology employs a quantitative approach with confirmatory research and a quasi-experimental design. The sample consisted of 50 higher education faculty members. The results showed that innovative learning experiences not only led to a substantial improvement in average teacher performance but also raised the minimum performance level and standardized learning outcomes. The study concludes that innovative learning experiences optimized learning assessment. The acceptance of the alternative hypothesis (Ha) confirms that innovative learning experiences improve learning assessment in higher education.