The Impact of Professional Teacher Development Training on the Implementation of Bologna Process: A Survey of Koya University Teachers

Haidar Lashkry
Koya University

Bnar J. Ahmed
Koya University


European higher education experienced several changes in terms of reorganization of courses, study programs, and curricula. These changes were a result of the Bologna Process that involves a strategic change towards a student-centred approach and focusing on the students’ learning outcomes. Thus, a reasonable association may be assumed to exist between teacher professional development programmes, executed by the Ministry of Higher Education in the Kurdistan region-Iraq, the learning outcomes, and the implementation of the Bologna Process. This research study focuses on the impact that teacher pedagogical training has on teachers’ pedagogical skills, developing 21st-century teaching and learning competencies. Hence, their perspectives, understanding, and successful implementation of the Bologna process to reform and modernize higher education. Quantitative and qualitative data on the teacher’s pedagogical training type, modern vs. traditional, and students’ feedback, revealed the various tensions regarding the implementation of the Bologna Process. Furthermore, it contributes to improving the quality of the conducted pedagogy training along with a plan to provide teachers, with traditional pedagogical training, with the necessary guidance and support to adapt to the implementation of the Bologna Process