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Teaching in the 21st century era is more dynamic than before. Notably, the emergence of technology in education has radically transformed the pedagogical practices of teachers in the 21st century. Because of these changes, new challenges for teachers in schools and colleges also emerge. However, the study was aimed at investigating the contemporary challenges teachers encounter in higher education in the 21st century. The study further explored the possible solutions to the challenges. The study employed qualitative case study design in order to thoroughly understand the in-depth perception of teachers towards the topic under investigation. The data were collected using a semi–structured interview which was administered telephonically. Additionally, a sample of 5 teachers from 5 departments in the selected University was drawn based on convenience as it was time for Covid-19 which restricted movement and physical interaction. Overall, findings from the study suggest that teachers in the 21st-century era are confronted with numerous challenges which adversely affect the teaching–learning process. The challenges can be broadly summarised as technological, adjustment and resource-based challenges. In order to address these challenges, the participants recommended that there should be adequate research, provision of CPD courses, proper technical support on how to integrate technology in the teaching–learning processes.

This study explored the effective teaching practices in higher education with special reference to the 21st century. The study aimed to achieve the following objective: to explore the effective teaching practices of 21st-century teachers in higher education. The study employed a qualitative case study to understand the teachers’ views on the topic under investigation. In order to avoid the study from appearing out of a vacuum, the study adopted a theoretical framework. The theory of Constructivism was adopted in this study. The sample of the study constituted of 5 teachers who were selected based on convenience and purpose. These teachers were selected from 5 of 10 departments within the School of Humanities and Social Sciences. Semi-structured interview questions were also constructed and administered telephonically to the teachers. This is because it was impossible to conduct face-to-face interviews as part of restrictions brought by the Covid-19 pandemic. The data were analysed thematically. The findings of the study revealed that some of the practices of highly effective teachers in the 21st century were; the ability to integrate technology in the teaching-learning process, incorporation of a learner-centred approach, acknowledgement of individual differences and creation of a positive learning environment. The study, therefore, concluded that if all these teaching practices commended by teachers at Tezpur University can be emulated by other institutions, then the entire education system in India will improve. Article visualizations