AN EXPLORATION INTO THE TEACHERS, PREPAREDNESS FOR DIGITAL PEDAGOGY IN SECONDARY SCHOOLS, DISTRICT SWAT KHYBER PAKHTUNKHWA

Abstract

Amidst the growing digitalization of the education sector where digital teaching and learning is transforming the future of education in the globe, there is a need to comprehend how well the teachers are prepared to take up the digital pedagogy-г transferred to the teachers especially in the underserved areas. The proposed qualitative research studies the readiness of secondary school educators in District Swat, Khyber Pakhtunkhwa, in the realm of adopting digital teaching in their classrooms. The study provides the interpretation with the help of semi-structured interviews with 15 teachers in both public and privately owned scholarly organizations and reveals a complicated interaction between infrastructural constraints, the absence of professional preparation, psychological factors, and the role of school administration. Although the majority of the respondents indicated the lack of support and small professional growth in the field of digital teaching, most of the participants also revealed their resourcefulness through independent adaptation to the technological needs, having developed their informal coping mechanisms. The investigation demonstrates that digital readiness does not entirely rely on access to a technology, but it is firmly embedded in local challenges, teacher self-motivation, and assistance provided by institutions. The results clearly indicate that there is an absolute necessity of special training, infrastructure development, and leaders so as to close the digital gap that exists within the education sector of Pakistan. The study, therefore, provides the field of education with new material on educational equity and digital inclusion, and its output can be used by policymakers, teachers, and other stakeholders to support the need to transform conventional classrooms into digitally enabled learning environments.