From margin to center: positioning centers for teaching and learning as strategic partners in Israeli higher education

Abstract Centers for teaching and learning (CTLs) increasingly influence teaching quality in higher education, yet their operational dynamics remain understudied in specific national contexts. This study examines the evolution of CTLs in Israeli higher education from peripheral support units to strategic institutional partners, analyzing their operations through leadership perspectives and organizational relationships. Using an interpretive phenomenological approach, the study analyzed data from semi-structured interviews with 31 CTL directors (77.5% of Israeli CTLs), nine former directors, and five national stakeholders. Three critical patterns emerged: (a) a significant “recognition-resources gap” where institutional appreciation does not translate into operational support (77.4% of directors); (b) distinct faculty engagement dynamics characterized by veteran resistance (71%) and consistent early-adopter groups (10–15%); and (c) enhanced crisis response capabilities demonstrated during the COVID-19 pandemic (87.1%). These patterns informed the development of the CTL operational–impact Framework, integrating structural, professional, and relational dimensions of CTL operations. This study advances CTL literature by providing an integrated framework for understanding how these centers navigate institutional complexities while maintaining effectiveness. The findings suggest the need for formal funding mechanisms aligned with institutional recognition, differentiated faculty engagement strategies, and systematic approaches to crisis response. As the first comprehensive examination of CTL operations in Israeli higher education, this research illuminates how teaching centers evolve within specific national contexts while responding to global challenges, offering insights for analyzing CTL operations worldwide.