A Conceptual Model For The Evaluation Of Pedagogical Action Research In Higher Education

Pedagogical action research has gained increasing prominence in higher education, where it provides a structured and iterative cycle of planning, action, observation, and reflection through which faculty members systematically develop their teaching practice and enhance student learning. Unlike traditional research approaches oriented toward broad generalisation, evaluation in action research clarifies the situated processes of change, documents their relevance for disciplinary and institutional contexts, and fosters collective learning within academic communities. This study examines the epistemological, methodological, and ethical foundations of pedagogical action research evaluation in higher education and analyses its main functions, including formative feedback, accountability, reflexive inquiry, and participatory engagement among faculty, students, and institutional actors. Particular attention is devoted to methodological coherence, data triangulation, analytic transparency, and meta-evaluation as main determinants of research quality in university-based inquiry. The article proposes a conceptual model that integrates interdependent evaluative stages designed to support the continual adaptation of pedagogical interventions, foreground participant perspectives, and reinforce educators' reflective and inquiry-oriented competencies. The analysis indicates that evaluation operates as an epistemic instrument that guides pedagogical decision-making in higher education, optimises instructional practices within courses and programmes, and enhances the transferability of findings across comparable academic contexts.