Impact of Didactic Strategies and Teaching Practices on Faculty Generations in Education

abstract

This research explores the influence of educators¿ generational differences on the educational process, a topic that has garnered considerable attention in recent decades. The study posed the research question, ``What is the impact on the educational process of students from the different faculty generations¿ didactic strategies, pedagogy, technological consideration, teaching practices, and training?¿¿ These differences encompass a range of variables, including the professors¿ personality traits, technology utilization, values, work-related attitudes, leadership styles, teamwork dynamics, work-life balance, and career patterns. These characteristics have manifested differently in their interactions with students in classrooms. In July 2023, 154 teachers from Tecnologico de Monterrey actively participated in this research, coordinated by the Faculty Development and Educational Innovation Center (CEDDIE). Data collection occurred through an online quantitative questionnaire. After sending the survey link, we obtained complete responses from all participants. A thorough analysis of the research findings showed that faculty generation significantly associated with didactic strategies, teaching training and practices, where faculty generation has insignificant association with pedagogical aspect, and technological consideration. This research also shed light on how teachers can improve mutual understanding, respect differences, and cultivate greater motivation when interacting with their students. Furthermore, this study discerned disparities in the teaching-learning practices of different teacher generations. Recognizing the unique generational characteristics of educators is crucial for developing tailored training programs for the specific requirements of each age-range cohort of teachers. © 2025 TEMPUS Publications.