As higher education institutions embrace student-centred learning models, faculty development emerges as a strategic lever for rethinking university teaching. Beyond functionalist or procedural training, what is needed is a reflective and pedagogically grounded approach that empowers academics to question assumptions, reframe practices, and respond to complex and diverse learning needs. This paper presents a case study from the QuID (Qualità e Innovazione Didattica) programme, a faculty development initiative implemented at Sapienza University of Rome to foster meaningful and sustainable educational innovation. This study aims to analyse the evolution of faculty satisfaction and perceived effectiveness of active learning training across multiple programme editions, providing insights into the quality and consistency of faculty development interventions over time.

The research focuses on a tutorial dedicated to active learning methodologies (e.g., flipped classroom, inquiry-based learning, collaborative strategies), examining participant responses across three editions delivered in 2025.

Through a cross-sectional analysis of post-tutorial questionnaires and minute-card feedback (n ≈ 80 total participants), the study investigates three key research questions:
1) How does faculty satisfaction with the tutorial evolve across successive editions?
2) Which aspects of the training (content, methodologies, materials) are consistently most and least valued by participants?
3) What are the main challenges faculty encounter when applying learnt methodologies in their teaching practice, and how do these vary between editions?

Expected findings will explore patterns of satisfaction, the stability of training quality over time, and participants' evolving needs in professional development. The analysis combines quantitative satisfaction ratings with qualitative feedback to provide a comprehensive view of programme effectiveness. The study argues for a model of faculty development that promotes critical reflection, dialogue amongst peers, and situated experimentation, as opposed to prescriptive or technocentric approaches. Implications focus on quality assurance strategies for continuous faculty development programmes, offering practical insights for institutions seeking to monitor and improve their pedagogical training initiatives over time.

Keywords: Faculty development, Active learning, Higher education, Educational innovation, Student-centred learning.