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This work analyses the influence of teaching innovation projects in the field of Chemical Engineering at the University of Oviedo (Spain) on both institutional quality indicators and employers’ expectances. The projects were classified into three groups: related to the Chemical Engineering programs, those with scientific or technological relevance, and those focused on learning methodologies. Many projects focus on active methodologies and PBL, and assessment, and although a positive relationship was observed with teaching satisfaction and some quality indicators, we noted that several important aspects were not adequately reflected there. Likewise, little alignment was observed between the skills demanded by employers and those developed in the teaching innovation projects. A bibliometric analysis suggests that the proliferation of highly segmented teaching innovation projects in Spanish universities could be due to faculty promotion criteria. Efforts should focus on coordinated program-level actions, rigorous content, thoughtful AI integration, and effort-based learning.
Díaz et al. (Thu,) studied this question.