Abstract
As classrooms grow increasingly diverse, higher education faces the challenge of ensuring that teaching practices and learning outcomes remain equitable, consistent, and evidence based. This case study investigates how technology can bridge that gap by converting reflective teaching insights into structured, data-informed processes that guide curriculum and assessment decisions. Drawing on formative assessments, instructor reflections, and collaborative review meetings, the project outlines a digital model for documenting and analyzing instructional experiences. The system enables educators to trace learning patterns across cohorts, align feedback standards, and enhance coherence in teaching and evaluation. Embedding technology in reflective practice not only strengthens pedagogical transparency and curriculum design but also supports faculty development and institutional quality assurance. The findings demonstrate how integrating data-informed reflection within daily teaching practice can promote sustainable improvement and inclusive learning environments. This study contributes to the conversation on innovation in higher education by illustrating a scalable approach to connecting reflective practice with organizational learning and educational equity.
Presenters
Irum NazAssistant Professor, College of General Education, Communications, University of Doha for Science and Technology, Ad Dawhah, Qatar
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
DATA-INFORMED TEACHING, DIGITAL PEDAGOGY, REFLECTIVE PRACTICE, EQUITY IN LEARNING
