PURPOSE
Rapid advancements in educational technology require faculty to
continuously adapt teaching approaches. However, time constraints and varied
levels of digital readiness often limit faculty participation in conventional
training modules. This study describes a targeted faculty development
intervention using just-in-time microlearning to support immediate skill
acquisition and adaptive integration of technology-enhanced teaching
strategies.
METHODS
A structured microlearning model was implemented over six weeks for
pre-clinical, para-clinical and clinical educators. The program included
short, goal-focused digital capsules (2–5 minutes each) covering AI
integration, digital pedagogy, blended learning tools and rapid assessment
technology. Modules were accessible via mobile devices to facilitate flexible
engagement. A pre–post assessment was administered using a self-rated Digital
Teaching Readiness Scale (1–10). Scores ?7 post-intervention plus
demonstration of applied integration in teaching logs with successful
submission of a brief implementation reflections defined successful
upskilling. Completion tracking and feedback surveys complemented outcome
analysis.
RESULTS
Of 50 participants, 46 completed both pre- and post-assessments. Mean
readiness scores improved from 3.8 to 4.3, with 79% achieving ?7
post-intervention, meeting defined competence criteria. Teach-application
logs indicated that 72% incorporated at least one technology-enhanced method
within two weeks, and 60% integrated AI-supported tools for assessment or
feedback. Confidence in digital strategy application rose from 38%
pre-program to 82% post-program. Faculty cited time flexibility and immediate
classroom applicability as key strengths. Observational reviews reported
increased adaptability, improved responsiveness to student technology use and
growing willingness to experiment with new digital methods.
CONCLUSIONS
Microlearning-based faculty development serves as an effective approach for
rapid digital upskilling, promoting adaptive teaching practices. Just-in-time
accessibility enabled meaningful integration without interrupting teaching
continuity. The model supports sustained technology adoption and may be
scaled across programs to enhance innovation readiness. Future initiatives
should incorporate peer exchange and AI-enabled personalisation to reinforce
progressive teaching transformation.