DIDACTICS IN UNIVERSITY TEACHING: INTERFACES BETWEEN PEDAGOGICAL EDUCATION, PROFESSIONAL DEVELOPMENT, AND THE QUALITY OF HIGHER EDUCATION

Abstract

Didactics is one of the fundamental pillars of university teaching, guiding the organization of instruction, the mediation of learning, and the development of pedagogical practices committed to students' comprehensive education. In a context marked by scientific, technological, and social transformations, understanding how pedagogical education contributes to improving teaching practice in higher education has become increasingly important. This study aims to analyze the contributions of didactics to the education and professional development of university professors by discussing its theoretical foundations, the contemporary challenges of university teaching, and the possibilities for strengthening educational practices. The research adopts a qualitative bibliographic approach based on the analysis of books, scientific articles, normative documents, and academic publications related to didactics, teacher education, and higher education. The dialogue among different theoretical perspectives demonstrates that the quality of university teaching results from the integration of scientific knowledge, pedagogical expertise, critical reflection on practice, and continuous professional development. The findings also indicate that contemporary approaches, such as active learning methodologies and Sensitive Didactics, expand the possibilities of pedagogical mediation by integrating cognitive, ethical, relational, and cultural dimensions of learning. It is concluded that didactics goes beyond the instrumental dimension of teaching and is consolidated as an essential field of knowledge for educating professors capable of responding critically and innovatively to the demands of contemporary higher education.