This paper proposes a shift towards faculty development (FD) processes emphasizing sustainability, specifically targeting Inclusive Student-Centered Pedagogy (I-ScP). The focus narrows to a key FD practice—peer-observations as a self-regulatory tool—and its impact on enhancing the competencies necessary for effective I-ScP implementation within diverse educational contexts. As a transformative methodology in higher education fostering self-directed learners, I-ScP places students at the core of the learning experience (Katsampoxaki-Hodgetts, 2023). Reflective FD processes like peer-observations as a developmental tool for the observing teachers (Tennenberg, 2016) have been gaining track in academia. Peer-coaching and peer-observation are considered as an effective FD Programs method as it combines collaborative and reciprocal reflective input between teachers (Charteris and Smardon, 2018) in non-intimidating and non-hierarchical systems between peers (Netolicky, 2016). However, there exists a gap in understanding the practical implementation of I-ScP, especially when it comes to reflective FD processes. Building on Hockings' framework (2010), characterising I-ScP as a deliberate and forward-looking approach to teaching and learning, this paper specifically hones in on one aspect of FD—peer-observations—as a self-regulatory tool that fosters teacher reflexivity. The emphasis of peer-observation protocols lies on creating learner-centred opportunities that promote equity, student engagement, self-awareness, self-regulation, and learner autonomy without categorizing specific groups or individuals. In line with Tenneberg’s (2016) model, participants were asked to observe their peers’ teaching once, complete an observation protocol and write a report on the ways and the degree this experience changed their own current practices in terms of I-ScP. COALITION partners, engaged in a European project involving six universities, address the gap in exploring the pedagogical acumen of academics post FD modes. The study systematically documents academics' reflections and assessments focusing on peer-observations as a developmental tool within the broader scope of I-ScP pedagogies. The methodological approach involves a comparative analysis of reflective reports by 18 academics across six countries, followed by 18 semi-structured interviews to delve deeper into their engagement, challenges, key insights and recommendations for optimising peer-observation as an FD practice for teachers observing others (not being observed). Findings highlight the transformative potential of peer-observations, emphasising the nuanced understanding of I-ScP in a culture where faculty members are prepared and consistently advancing in their strategies and competencies (Zahedi & Bazargan, 2023).

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