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Reimagining faculty development: Gamified online training programs
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DOI：10.1080/14703297.2026.2671796.png)
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Abstract
En 中文
The current study examines the reinterpretation of faculty development in terms of gamified online training course design. Drawing on an interpretive stance and a qualitative inductive research approach, the study examines expert perceptions on embedding gamification within organisational faculty training. Semi-structured interviews were conducted with 17 academic experts in education management and educational technology fields of various Iranian universities, selected by means of purposive snowball sampling. Data were processed using thematic analysis method. The results show that gamified training plans have the potential to enhance faculty involvement, motivation, and learning effectiveness by incorporating aspects such as competition, incentives, and narrative-based challenges. The study highlights that gamification strategies should reflect adult learning principles and organisational goals. By offering a deeper understanding of how gamification can be used profitably within faculty development, this study contributes to the dialogue regarding emerging, tech-based professional learning in higher education.
Keywords:
Gamification
online training programs
faculty development
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