Degrees apart: A literature review on the challenges and support needs of non-education science instructors in higher education

The growing presence of non-education science instructors in higher education underscores a complex challenge: subject-matter expertise often comes without formal training in pedagogy. This literature review investigates the instructional barriers and professional support needs of these instructors, who are frequently tasked with teaching roles despite limited background in educational theory and practice. Drawing from a range of scholarly sources, the review identifies recurring issues such as classroom management difficulties, lack of instructional design skills, limited assessment literacy, and challenges with technology integration. It also examines structural impediments, including inadequate institutional support and restricted access to professional development opportunities. Despite these challenges, promising strategies—such as peer mentoring, targeted training programs, and reflective teaching practices—have emerged to help bridge the pedagogical divide. The review advocates for the implementation of comprehensive and context-sensitive faculty development frameworks to enhance instructional capacity among non-education science instructors and ultimately improve student learning outcomes in higher education.