A QUALITATIVE STUDY OF EMERGING CHALLENGES AND OPPORTUNITIES IN DIGITAL PEDAGOGY

SALMA MANTAWIL BALAYMAN

Abstract


This study examined teachers’ experiences, practices, and challenges in implementing digital pedagogy to enhance learners’ engagement and academic performance. Using a qualitative descriptive approach, data were gathered from educators who integrate digital tools, online platforms, and technology-supported strategies in their daily instruction. Thematic analysis revealed that teachers recognize digital pedagogy as a powerful means of enriching instructional delivery, promoting interactive learning, and supporting differentiated instruction. However, its implementation is shaped by several factors, including the availability of devices, teachers’ digital competence, internet stability, and learners’ varied levels of technological literacy.
Findings indicate that teachers employ a range of digital strategies such as multimedia-assisted lessons, virtual simulations, gamified activities, and collaborative online tasks. These approaches foster learner motivation and improve comprehension, particularly in concept-heavy subjects. Despite the benefits, teachers cited challenges such as inconsistent access to reliable technology, limited technical support, and the need for sustained professional development. They emphasized the importance of strengthening digital infrastructure, providing continuous ICT training, and developing accessible digital learning materials tailored to learners’ needs.
The study highlights the critical role of digital pedagogy in modern classrooms and underscores the need for systemic support to ensure effective, equitable, and meaningful technology integration in teaching and learning.

Keywords


Digital Pedagogy, Emerging Challenges and Opportunities, Qualitative Research Design, Technology Integration, Educators’ Experiences, Municipality of Kabacan.

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References


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DOI: http://dx.doi.org/10.65010/seairj.v7i2.259

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