Navigating the adoption of research-based instructional strategies within the complex nature of higher education

Examining teaching practices in university physics is crucial for addressing the lack of student achievement in and engagement with the subject. Research-based instructional strategies (RBIS) offer evidence-based methods to enhance student engagement and learning outcomes, but face adoption challenges due to institutional, contextual, and individual barriers, particularly in higher-year courses. This case study investigates how second-year physics instructors at a research-intensive university within a trimester system engaged with RBIS, using the EPIC-implementation model to guide analysis. A case-study approach, using semistructured interviews and secondary data (e.g., course evaluations and materials), explored instructors’ decision making through the EPIC-implementation model (exposure, persuasion, identification, commitment, and implementation). The study reveals how individual motivation, peer influence, institutional constraints, and discipline-specific challenges shape RBIS adoption. While some instructors maintained commitment, others reverted to traditional methods due to systemic barriers. Co-teaching dynamics played a key role in influencing adoption, yielding mixed results. The findings contribute to the growing literature on instructional change by highlighting the importance of institutional support, peer mentorship, and alignment with teaching philosophies in sustaining RBIS adoption in major courses beyond the first year. They highlight the need for supportive institutional frameworks, discipline-specific strategies, and the alignment of teaching methods with instructors’ values. This study provides practical insights for educators, institutional leaders, and policymakers to encourage innovative teaching practices in higher education.