Innovative Pedagogy for the Future: From Evidence-Informed Teaching to Evidence-Producing Learning A Conceptual Framework for Higher Education - Critical Integrative Literature Review

Abstract

Universities are under pressure to modernize teaching, widen access, and respond to generative artificial intelligence (GenAI). Much of the current talk treats innovative teaching as a list of tools and techniques. This paper argues that the real gap lies elsewhere: most institutions have no dependable way for everyday teaching to produce trustworthy evidence about learning and then use it to change practice. Through a critical integrative review of work on educational philosophy, active learning, assessment and feedback, learning analytics, and GenAI, the paper traces a path from transmission teaching, through student-centered and evidence-informed models, to Evidence-Producing Pedagogy (EPP). It then presents the eight-dimension Evidence-Producing Pedagogy Framework (EPPF), a four-phase implementation model, and a set of critical tensions, and it outlines a research agenda that gives attention to Pakistan and South Asia. The paper is written in the light of the KUST ORIC-funded project “Empowering Excellence” (Principal Investigator: Prof. Dr. Muhammad Naseer Ud Din) and its three-day faculty workshop on AI in education and pedagogical techniques, organized with IER and CHRCD. It closes with the NASEER Framework, a possible solution for faculty development in the AI age. The contribution is conceptual. The framework has not been tested empirically, and it is offered as a structured starting point for that work.

Keywords: Innovative pedagogy; evidence-producing pedagogy; evidence-informed teaching; higher education; formative assessment; learning analytics; generative AI

https://doi.org/10.5281/zenodo.23102483