Innovators, Resisters, and Pragmatists: A Qualitative Typology of Faculty Mindsets Post-Pandemic

Post-pandemic higher education discourse often frames faculty as either “innovators” or “resisters” to digital transformation. This qualitative pilot study challenges that binary by developing a nuanced typology of faculty mindsets based on sensemaking and professional identity. Drawing on phenomenological analysis of open-ended survey responses from a purposive sample of five university professors across Southern Europe, the study triangulates beliefs about change, digital practices, and pedagogical values. Three distinct personas emerge: the Restorationist, who seeks to re-establish pre-pandemic teaching norms to preserve embodied and relational pedagogy; the Reflective Innovator, who views the crisis as a catalyst for structural improvement and selectively integrates digital tools; and the Frustrated Pragmatist, who abandoned innovation following ineffective or unsupported digital experiences. The findings suggest that resistance to technology often reflects a rational defense of pedagogical identity rather than technophobia. By reframing “resistance” as heterogeneous and value-driven, the study argues for differentiated institutional support strategies tailored to distinct faculty mindsets. Although exploratory, the typology provides a conceptual foundation for more targeted and sustainable digital transformation policies in higher education.