Technological and Pedagogical Integration for Teaching Innovation in Higher Education

Abstract

Rapid digitalization in higher education has intensified interest in teaching innovation, highlighting the complex interaction between technological tools and pedagogical approaches. This study critically examines how technological innovation and pedagogical transformation interact, considering institutional contexts and teacher agency as mediating factors. A systematic critical synthesis of 50 peer-reviewed sources published between 2020 and 2025 was conducted using a socio-technical systems framework. Findings indicate that effective teaching innovation requires more than technology adoption; it demands purposeful pedagogical redesign, supportive institutional ecosystems, and active teacher agency. Technological tools only have educational value when aligned with pedagogical objectives, while institutional culture, leadership, and resources influence sustainability. Teacher agency mediates the translation of technological potential into meaningful pedagogical outcomes. Teaching innovation is thus a socio-technical phenomenon, and sustainable innovation requires holistic strategies that prioritize pedagogical coherence, institutional support, and teacher empowerment.