Skillsets and attributes for enhanced teaching-learning outcomes at higher educational institutions in disruptive times

ABSTRACT

This chapter elucidates the obligatory need for the academic fraternity to upskill and align with the emerging landscape of the teaching-learning processes (TLP) at Higher Educational Institutions (HEIs) across the globe. The disruptions in Education 4.0 have been accelerated by the ongoing pandemic caused by COVID-19. As a result, it is a well-appreciated fact that both academics and learners must engage actively in holistic development at HEIs. Teachers, who are the facilitators, can lead to enhance the teaching-learning (TL) outcomes by acquiring contemporary pedagogical skillsets and attributes and by embracing Digitech. The key roles of academics designing curriculum, teaching (pedagogy), researching, assessing, evaluating, and contributing to developing new and conducive learning opportunities for students’ call for realignment with enduring changes. Being agile, learning, unlearning, and relearning, and uplifting their emotional intelligence is fast becoming part of the professional culture at academia. Interestingly, the roles of the teaching community, who are primarily digital immigrants, are becoming more widened and multifaceted than ever before;calling for cohesive collaborations from all corners of the academia for enhanced TL outcomes via adopting holistic teaching means. Taking these points into consideration, this chapter provides a roadmap for academics to strategise their learning and development to realign their roles in a Digitech dominated environment and to surpass embedded challenges. © 2022 Elsevier Ltd. All rights reserved.