Abstract
The continuous professional development of higher education faculty is essential for maintaining the
quality of the educational process and adapting to the ever-changing demands of society and the labor
market. Enhancing pedagogical, digital, and research competencies contributes to more effective teaching
and learning, fosters innovation, and promotes a dynamic academic environment. Furthermore, investing
in professional development supports academic mobility and collaboration, strengthening institutional
prestige and the competitiveness of universities at both national and international levels. The paper
analyses the perception of professional training needs of 60 university teachers in Romania, focusing on
four areas of development: teaching activity, research activity, personal development, and mentoring. The
research examined how these needs differ by teaching degree, age, and seniority in higher education. The
results highlight distinct trends: teachers at the beginning of their careers perceive the development of
research skills, especially those related to writing and publishing scientific articles, as essential, whereas
teachers with extensive teaching experience show greater interest in training focused on digital
pedagogical skills and innovations. Also, beginning teachers show a greater interest in participating in the
personal development and mentoring program. The conclusions emphasize the need for differentiated,
flexible, and integrated professional development programs tailored to each academic profile. These
programs enable faculty to strengthen existing competencies and acquire new skills relevant to teaching,
research, and academic projects.
Keywords: Continuous professional development; higher education; mentoring; personal development;
research activity; teaching activity