Teaching English in the Digital Era: Lecturers' Experiences in Adapting Technology in Learning at Islamic Higher Education Institutions
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Abstract
The integration of technology in higher education has transformed pedagogical approaches, particularly in English language teaching. While digital tools offer enhanced engagement and instructional flexibility, lecturers face challenges in adapting to technological shifts within institutional and cultural contexts. However, limited research has explored the lived experiences of educators in navigating these digital transformations. This study employs a phenomenological approach to examine how English language lecturers at Islamic higher education institutions perceive and adapt to technology integration in their teaching practices. Through in-depth qualitative analysis, findings reveal that while technology fosters interactivity and accessibility, lecturers encounter barriers such as digital literacy gaps, institutional constraints, and student resistance. The study highlights the cognitive and emotional dimensions of technology adoption, emphasizing the need for context-specific professional development programs. These insights contribute to the discourse on digital transformation in education by advocating for institutional policies that support educators in integrating technology effectively into their pedagogy.
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