Espitia Barrero, JavierGuerrero-Romera, CatalinaCuesta-Sáez-de-Tejada, Jose DavidMartínez-González, Jesús ManuelBilbao-Aiastui, EiderMartínez-Algora, Cipriano2025-12-182025-12-182025-10Espitia Barrero, J, Guerrero-Romera, C, Cuesta-Sáez-de-Tejada, J D, Martínez-González, J M, Bilbao-Aiastui, E & Martínez-Algora, C 2025, 'Multivariable Study of Innovative Competence Profile in University Faculty : Analysis of Determining Factors and Their Relationship to Improvement of Educational Quality', Education Sciences, vol. 15, no. 10, 1369. https://doi.org/10.3390/educsci151013692227-7102https://hdl.handle.net/10641/6696Publisher Copyright: © 2025 by the authors.Innovation in university education has become a key pillar for improving learning quality and ensuring faculty adaptation to the challenges of the 21st century. This study aims to analyze the innovative competence profile of university faculty, exploring their disposition toward innovation, the use of advanced pedagogical methodologies, and their integration of information and communication technologies (ICT). A quantitative, non-experimental, cross-sectional design was employed, using a validated questionnaire administered to a sample of 136 faculty members at the University of Murcia. Findings indicate that educational innovation in higher education is influenced by both individual and institutional factors. Female faculty members demonstrate greater openness to innovation, particularly in development and training, while those with intermediate teaching experience (11–20 years) report higher implementation of innovative methodologies compared to those with less than 10 years or more than 20 years of experience. Additionally, the Faculty of Education stands out for its integration of innovative strategies, in contrast to other faculties where adoption is more limited. Despite a generally positive attitude toward innovation, shortcomings were identified in the evaluation and dissemination of these methodologies, which hinder their consolidation within the academic community. The results highlight the need for institutional strategies that enhance teacher training, promote effective evaluation, and foster interfaculty collaboration to share experiences and best practices.201172266enghttp://creativecommons.org/licenses/by-nc-nd/4.0/educational innovationhigher educationmethodologyteacher competenciesteacher trainingTeacher trainingHigher educationMethodologyEducational innovationTeacher competenciesComputer Science (miscellaneous)EducationPhysical Therapy, Sports Therapy and RehabilitationDevelopmental and Educational PsychologyPublic AdministrationComputer Science ApplicationsYesyesjournal articleopen access10.3390/educsci15101369https://www.scopus.com/pages/publications/105020027604https://www.scopus.com/pages/publications/105020027604#tab=citedBy