The professional development of higher education faculty is a cornerstone for improving teaching quality and enhancing student learning outcomes. This paper presents a comprehensive analysis of five editions of the foundational teacher training programme “Teaching and Learning in Higher Education”, developed and implemented by the South and Atlantic Pedagogical Innovation & Excellence Network (SAPIEN)—a Centre for Excellence and Educational Innovation comprising nine Portuguese higher education institutions.

The programme was designed to support novice and less experienced faculty members in acquiring essential pedagogical knowledge and refining their teaching practices to better address the evolving challenges of contemporary higher education. To evaluate the programme’s effectiveness, a mixed-methods approach was employed, drawing on data from initial and final participant questionnaires. These instruments assessed participants’ self-perceived teaching skills, motivations, expectations, and overall satisfaction.

A total of 346 participants from a range of academic disciplines and institutions contributed to the study. The cohort was diverse in gender, contractual status, and familiarity with digital learning tools such as Moodle and Microsoft Teams. Initial findings indicated that participants frequently experienced challenges in student engagement, assessment design, and the integration of digital technologies into their teaching. In contrast, they felt more confident in facilitating classroom discussions and nurturing supportive relationships with students. Expectations for the training focused on acquiring active learning strategies, improving assessment literacy, and strengthening digital competencies.

The final evaluation, based on Likert-scale items and open-ended responses, revealed a high level of participant satisfaction. The programme was especially praised for its practical relevance, collaborative learning environment, and the pedagogical expertise of the trainers. Qualitative feedback highlighted moments of transformative learning and a renewed sense of pedagogical purpose. Participants also provided constructive suggestions, including extending the programme’s duration and increasing opportunities for peer feedback and hands-on teaching practice.

The findings reinforce the value of structured pedagogical training in fostering reflective and evidence-informed teaching practices among higher education faculty. The paper concludes by discussing implications for the ongoing improvement of faculty development programmes and offers recommendations for institutions seeking to implement or enhance similar initiatives.

Keywords: Higher Education, Faculty Development, Pedagogical Training, Teaching Practices, Educational Innovation.