Integrating digital technologies into universities has transformed teaching and learning experiences, requiring educators to use systematic and rigorous reflective practice to evaluate and optimize their pedagogical strategies. This study examined the intersection between reflective teaching practices and the use of digital technology, including artificial intelligence, in university teaching. Through a thematic analysis, this study examined how educators employ technological tools, reflect on their educational decisions, and influence their ongoing faculty development. The results revealed that, under specific conditions, reflective practice is crucial for refining the practice and foreseeing the meaningful uses of digital technology in learning. The results also highlight the importance of colleague-to-colleague collaboration in supporting pedagogical innovation and enhancing instructional planning. This study extends the previous research on teachers’ reflective practice regarding the educational use of digital technology in a new academic environment, highlighting the relevance of integrating reflexivity into higher education faculty development to promote compelling and authentic educational technology adoption.

This study examines using poetry as a disruptive pedagogical innovation in university assessment. Looking into the implementation of a final exam in an undergraduate Learning and Development module for Initial Teaching Training, this exam used art dialogically for knowledge construction and critical-creative reflection of disciplinary content. Through Collective Autoethnography, it is argued that using poetry as a pedagogical resource, along with principles of dialogic pedagogy, disrupted and transformed the evaluative space turning it from rote memorization into a meaningful learning experience. Paired with surprise and curiosity, uncertainty is arguably central to the transformation of teaching and learning. The study contributes to the fields of active learning and innovative assessment by demonstrating how the evaluative process can become a learning process, while noting important considerations and limitations for implementation. The implications of this study are relevant for educators interested in making their teaching and assessment methods more dialogic, collaborative and reflective.