PROFESSIONAL DEVELOPMENT OF UNIVERSITY TEACHERS AS A FACTOR OF EDUCATIONAL QUALITY

Abstract

The quality of education in higher educational institutions is increasingly influenced by the professional competence and continuous development of university teachers. In the context of rapid educational reforms, growing academic competition, and rising expectations from stakeholders, professional development has become a strategic priority for universities seeking to improve teaching effectiveness and learning outcomes. This article examines the role of professional development of university teachers as a key factor in enhancing educational quality. The study analyzes existing approaches to professional development, explores its relationship with teaching quality and institutional performance, and identifies challenges that limit its effectiveness. Using a qualitative research design based on document analysis and semi-structured interviews, the study reveals that systematic, well-supported professional development initiatives contribute significantly to improved pedagogical practices and educational quality. The findings highlight the importance of institutional support, alignment with teachers’ needs, and long-term professional development strategies. The article concludes with practical recommendations for higher educational institutions aiming to strengthen educational quality through sustainable professional development systems.