Pedagogical Innovations in Universities: A Critical Agenda

Abstract

This article presents the empirical findings of a study on the profile of pedagogical innovations using the SITES-M2 framework.  A total of 248 subjects responded to the questionnaire survey available in online and printed versions.  The results revealed that the study population has not reached the critical value of being “innovative” in their pedagogical practices.  None of the demographic variables were significant moderator to the subjects’ pedagogical innovation. Supportive plans and policies that form the strategy of technology integration within the faculty were the most significantly correlated to subjects’ pedagogical innovativeness.  It was highlighted that university leaders ought to align curriculum design and technology integration to support student-centred learning.