To address faculty members' fixed beliefs about didactic lectures and rigid teaching

rules, Ahmed can utilize transformational learning theory. Here's a condensed version of
the steps he can follow:

1. Build rapport: Establish positive relationships with faculty members, showing

respect for their experience. Initiate informal conversations to understand their
beliefs and perspectives, fostering trust and open communication.
2. Explore beliefs: Engage in discussions to uncover the reasons behind faculty
members' fixed ideas about teaching. Encourage reflection on their own practices
to identify the underlying causes for resistance to change.
3. Provide evidence: Present research studies, articles, and success stories from
other institutions that demonstrate the effectiveness of interactive teaching
methods and student engagement. Share real-life examples of exceptional
performance by below average and average students to highlight positive
outcomes.
4. Foster critical discourse: Create an environment for open discussions and
debates on teaching methods. Encourage faculty members to reflect on their
practices and consider alternative approaches, leading to a deeper understanding
of the benefits of interactive teaching.
5. Offer support: Aid, resources, workshops, and mentoring opportunities to
faculty members willing to explore new teaching strategies. Help them transition
from didactic lectures to student-centered approaches, building their confidence
in adopting new methods.

By employing transformational learning theory and following these steps, Ahmed can
engage faculty members in critical discourse, challenge their beliefs with evidence, and
support their transition to interactive and student-centered teaching approaches.