Practical approaches to continuous professional development in chemistry higher education

Most universities now organise teaching courses for academic teachers. However, teacher training is often general pedagogy-oriented, while learning chemistry requires specific teaching methods and skills, and different categories of teaching staff. This paper discusses the European landscape in continuous professional development (CPD) of academic teaching staff, in line with the results of the STAFF-DEV project coordinated by the European University Association, and the role of university networks. Examples of chemistry-focused CPD from four countries - Poland, The Netherlands, Portugal, and Australia - are described, addressing the factors that contributed to their success. Four conclusions are drawn: (i) institutional structures, such as teaching and learning centres, are valuable enablers but not sufficient on their own; (ii) a community-based approach, where educators engage in peer dialogue and collaborative inquiry rather than top-down compliance, is needed because disciplinary specificity matters; (iii) international collaboration amplifies local impact; and (iv) teaching should be recognized as a scholarly and collaborative practice. These conclusions highlight the role of disciplinary networks, such as the European Chemistry Thematic Network (ECTN), in providing shared resources and peer expertise. Such cross-institutional communities of practice help contextualize global trends locally and support sustainable improvements in teaching quality and educator well-being.