Learner-centered approaches to teaching such as small group discussions debates role plays and project-based assignments help students develop critical thinking creativity and problem-solving skills. However more traditional lecture-based approaches still predominate in classrooms in higher education institutions around the world. Faculty development programs can support faculty members to adopt new teaching methods even in situations where they face significant challenges due to lack of resources on-going conflict political upheaval or the legacy of colonialism in their educational systems. This volume presents research and practice on faculty development for improving teaching in developing countries. Based on the concept that we teach as we were taught the case studies in this volume describe ways to organize professional development to help higher education faculty members shift from lecture-based to active learning teaching for students who will become the next generation of teachers practitioners professionals and policymakers in their respective countries. | Faculty Development in Developing Countries Improving Teaching Quality in Higher Education