Ruiz Garrido, AlejandraVélez Rivera, RocíoLeal Orellana, PriscilaQuintiliano-Scarpelli, Daiana2022-01-122022-01-122021Ruiz-Garrido, A., Vélez-Rivera, R., Leal-Orellana, P., & Quintiliano-Scarpelli, D. . (2021). Characterization of the Educational Innovation Process: Teaching Concerns and Results in the Teaching and Learning Process in a Chilean University Over 5 Years. Journal of Higher Education Theory and Practice, 21(15). https://doi.org/10.33423/jhetp.v21i15.4892https://doi.org/10.33423/jhetp.v21i15.4892http://hdl.handle.net/11447/5439This study arises from the need to identify the concerns of teachers for their pedagogical practice, characterizing this process. 91 articles of educational innovation projects were analyzed, between 2014 and 2018, in which 371 teachers and 9,509 students participated. A matrix was developed with identification data and variables based on the concerns focused on students and teachers, their results and the type of innovation used. The variables were associated using descriptive and bivariate statistics (chisquare and fisher’s exact test) using Stata 14.1 software. Among the main results, the concerns towards the students stand out, most frequently of the variable “application of the theory”. On the other hand, the main concerns focused on teachers were “curricular planning” and the “use of methodologies”. “Peer-to-peer learning with the use of keyboards” and “Flipped Classroom_Learning” were the most frequently implemented innovations, showing interest in active methodologies. The results obtained allow us to reflect on innovation in higher education and decide on empirical data from the experience of teachers.enhigher educationuniversity teachingeducational innovationteaching concernsArticle