Contemporary universities are undergoing a profound transformation that is redefining the role of the academic teacher. The digital revolution, accelerated by the COVID-19 pandemic, has made evident the necessity to rethink not only teaching modalities but the entire ecosystem of faculty professional development ^[1]. In this scenario, AD emerges as a crucial strategy to ensure quality, innovation, and sustainability in higher education. The concept of AD, originating in the Anglophone world starting in the 1970s, designates the set of activities that academic institutions adopt to foster the renewal and development of the multiple roles of university teachers [2,3]^[2][3]. The founding idea is that university teaching is not an innate ability nor is it automatically derived from disciplinary expertise but requires specific competencies developable through structured training pathways. Over the decades, AD has evolved from atheoretical programs to initiatives founded on robust conceptual models, primarily derived from learning theories [4^[4][5],5], reflecting an increasingly sophisticated understanding of the complexity of university teaching that integrates didactic, personal, professional, and organizational dimensions ^[6]. The integration of educational technologies into AD constitutes one of the most significant transformations of the last two decades. Learning Management Systems, synchronous and asynchronous communication tools, collaborative platforms, and learning analytics have enormously expanded the possibilities for instructional design ^[7]. However, as highlighted by the literature, mere technological availability does not guarantee pedagogical innovation. Recent empirical studies demonstrate this challenge: Tondeur et al. ^[8] found that 73% of faculty with access to advanced LMS (Learning Management Systems) platforms continued using them merely as content repositories, failing to leverage interactive features. Similarly, Bond et al. ^[9] documented that despite significant institutional investments in educational technology, only 28% of faculty reported meaningful changes in their pedagogical practices. These findings from the literature reveal three critical challenges educators face: (1) the overwhelming pace of technological change that outstrips faculty development programs, (2) the lack of discipline-specific models for technology integration, and (3) the absence of institutional incentive structures that reward pedagogical innovation. A deep understanding of the relationships between technology, pedagogy, and disciplinary content is therefore necessary, synthesized in the TPACK (Technological Pedagogical Content Knowledge) framework ^[10]. This entry addresses these challenges by providing an integrated analysis that bridges the gap between technological potential and pedagogical reality. The COVID-19 pandemic represented a turning point, transforming Emergency Remote Teaching into an opportunity to radically rethink consolidated practices, highlighting systemic fragilities and innovative potentialities ^[11]. Despite the extensive literature on AD, a critical gap exists in understanding how post-pandemic transformations intersect with emerging technologies to reshape academic development practices. Current research lacks an integrated framework that simultaneously addresses technological evolution, pedagogical transformation, and institutional change in the post-COVID-19 era. This gap becomes particularly evident when examining the rapid adoption of AI-enhanced learning tools, hybrid pedagogies, and data-driven approaches that have emerged without corresponding theoretical frameworks to guide their implementation. This entry offers a critical and systematic analysis of technologies supporting AD through three interconnected dimensions: theoretical frameworks, emerging practices, and future challenges. The objective is to provide an integrated overview that goes beyond the cataloging of technological tools, instead offering critical reflection on pedagogical assumptions, organizational implications, and ethical issues ^[12]. The entry is addressed to researchers in university pedagogy, faculty developers, academic decision-makers, and all those involved in processes of teaching innovation in higher education. The methodological approach, including literature search strategies and the analytical framework, is detailed in the Supplementary Materials.