FROM TRADITIONAL TO DIGITAL CLASSROOMS: A QUALITATIVE STUDY OF TEACHERS’ EXPERIENCES OF INSTRUCTIONAL TRANSFORMATION

Abstract

The primary goal of the research was to determine how the teachers were changing back and forth between digital and traditional learning in tertiary learning. The researchers conducted the study using the qualitative research methodology, and this was carried out on the paradigm of interpretivism. The sample was teachers at the Faculty of Education, from Sindh University and University of Sufism and Modern Sciences, Bhitshah, Sindh. By convenience sampling, seven teachers were chosen to be the participants. The semi-structured interviews were used to obtain data, and the process went on until saturation occurred. The data obtained were investigated by conducting thematic analysis to determine major themes. The key results indicated that the educators experienced a number of challenges in the transition, such as a deficiency of training, technical problems, low bandwidth, electricity failure and institutional support. Despite the apparent positive effect of the digital tools, which purportedly increased engagement and flexibility, the teaching methods remained largely traditional among many teachers, suggesting the lack of equalization of the pedagogical change. The results also indicated that digital competence by teachers was relevant to the adoption of digital approaches in teaching. The researchers have arrived at the conclusion that the perception of teachers, their skills, and institutional support has an effect on technological transformation. It is advised that universities should come up with explicit policies, offer ongoing training, and advance digital infrastructures to facilitate effective adoption of digital teaching.