Enhancing Continuous Professional Development: Adaptive Learning Pathways for Engineering Teachers in Universities

Continuous Professional Development is vital for maintaining teaching quality and fostering innovation in higher education. However, traditional CPD approaches often fail to meet the different needs from the diverse set of engineering teachers. This study proposes an adaptive CPD framework, emphasizing flexibility, contextual relevance, ongoing feedback, growth assessment, and institutional alignment. Developed through iterative stakeholder input and grounded in existing literature, the framework offers a structured yet personalized approach to professional development. Preliminary findings suggest that its adaptive design, such as modular content, flexible pathways, and strong contextualization, may enhance engineering teachers’ engagement by aligning closely with their specific needs and classroom realities. However, challenges such as long-term sustainability and institutional integration remain. Overall, the framework presents a promising model for higher education institutions aiming to improve professional development through flexible, personalized, and strategically aligned initiatives.