Research and teaching can feel like a zero-sum game with constant demands on academic workloads, and the integration of new technologies has exacerbated the problem. Global pandemics mandated rapid large-scale adoption of virtual laboratory training modules (Li et al., 2020). Online open-book exams coupled with generative artificial intelligence chatbots have redefined the boundaries of academic misconduct across the sector (Swiecki et al., 2022). Trialling something new is a daunting process for any teacher and against this backdrop of constant technological revolution academics have limited bandwidth for what they should prioritise within their classrooms (Rasheed et al., 2020). A consistent evidence-based evaluation strategy for changing teaching practices is needed, and this project examined case studies from teaching and learning projects in undergraduate research, online laboratory assessment, and video-based learning over the past 15 years. This has led to national teaching innovation grant funding, cross-institutional curricular standards (Burke et al., 2016), and international outreach in science engagement (Wang et al., 2018). Together the outcomes of this project have demonstrated the value of an evidence-based pedagogical framework for integrating teaching innovations. This approach can inform the professional learning strategy in teaching for early and mid-career academics.