Digital Technology Competencies and Teaching-Learning Engagement among University Faculty: A Thematic Analysis of Academics' Perspectives

Vollständiger Abstract

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The present study aimed to investigate digital technology competencies of university faculty and factors affecting teaching-learning process in the context of digital technology integration in higher education Institutions of the Punjab, Pakistan. A qualitative approach was adopted, semi-structured interviews conducted to gain detailed insights into faculty member’s experiences, practices and views regarding the use of digital technologies in teaching. Participants were selected through purposive sampling based on their relevant knowledge and experience. A total of 18 faculty members from three public sector universities participated in the study. The collected data were analyzed thematically to identify major themes concerning digital technology competencies and the use of technology in teaching and learning practices. The results indicated that most of the faculty members had different levels of digital technology competencies in digital communication, digital content creation, online teaching, information management and technology supported assessment practices. Several challenges were also identified in the integration of digital technologies, such as lack of professional training opportunities, lack of institutional support, lack of access to digital resources, constraints of technological infrastructure, internet connectivity issues, and lack of technical assistance. Universities need to strengthen digital technology infrastructure, expand professional learning opportunities, and ensure the availability of essential digital tools and services.