The Correlation between Serendipitous Learning, Teacher Resilience and Reflective Pedagogy

Abstract

This paper examines how university teachers view serendipitous learning, teacher resilience, and reflective pedagogy. Objectives of the studies were: to measure the extent of serendipitous learning, teacher resilience, and reflective pedagogy, and to explore the inter-relationship between serendipitous learning, teacher resilience, and reflective pedagogy in teachers at the university level. A structured questionnaire was used to collect quantitative data from faculty members of the International Islamic University, Islamabad (IIUI). The population was the teachers who were teaching MS and PhD scholars at the MS and PhD levels in the Fall 2024 semester; 50% teachers were selected from both faculties (Education faculty & Social Sciences) using a proportionate stratified sampling technique. Results were analyzed using Excel and Power BI. The findings revealed the extent and significant correlations among teacher resilience, reflective pedagogy, and serendipitous learning in the field. The results indicate that teacher resilience and reflective practices increase the likelihood of serendipitous learning, which in turn effectively enhances the teaching process. The paper highlights the role of these factors in creating dynamic and adaptive teaching conditions at the university level. Universities should foster spontaneous learning by promoting reflective pedagogy and resilience-building programs for their faculty members.