PEDAGOGICAL CHALLENGES IN HIGHER EDUCATION: INNOVATION AND PERMANENCE

Abstract

This article aimed to analyze the effects of teacher training policies on student retention in public higher education, considering the interconnection between curricular innovation, pedagogical practices, and competency-based training. The research addressed the topic of pedagogical qualification in university education, with an emphasis on institutional strategies aimed at student retention. The methodology adopted consisted of bibliographical research, anchored in the reading and critical analysis of recent scientific publications, selected based on criteria of timeliness, thematic relevance, and methodological rigor. The sources consulted identified the scarcity of structured teacher training programs, as well as the persistence of pedagogical practices disconnected from student needs, which contributes to dropout rates in undergraduate programs. It was observed that universities that implemented continuous training initiatives aligned with contemporary teaching challenges demonstrated a greater capacity to foster inclusive, responsive, and academically sustainable educational environments. The results also indicated that valuing the pedagogical dimension of teaching is a prerequisite for the effectiveness of curricular reforms and for improving course completion indicators. It was concluded that the pedagogical qualifications of faculty constitute a relevant intervening variable in academic trajectories, requiring coordination between institutional policies, teaching practices, and educational management.